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Korean EFL middle school teachers’ L2 reading instruction and their teaching practices
한국인 중학교 영어교사의 제2언어 읽기교수에 대한 신념과 교수행위

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dc.contributor.advisor이병민-
dc.contributor.author유성은-
dc.date.accessioned2017-07-19T02:28:00Z-
dc.date.available2017-07-19T02:28:00Z-
dc.date.issued2016-08-
dc.identifier.other000000136546-
dc.identifier.urihttp://hdl.handle.net/10371/127526-
dc.description학위논문 (석사)-- 서울대학교 대학원 : 외국어교육과 영어전공, 2016. 8. 이병민.-
dc.description.abstract1987년 Nespor의 연구를 시작으로 과학, 수학, 문학, 역사 및 모국어와 제2언어 혹은 외국어의 교수와 같은 다양한 분야에서 교사의 신념은 지난 30년간 많은 교육학자들의 관심의 대상이 되어왔다. 그와 같은 관심의 중요한 원인은 교사의 신념과 교수행위의 관계에서 비롯된다. 그 동안 교사의 신념에 대한 수많은 연구가 행해져 왔음에도 영어를 외국어로 사용하는 맥락에서 현직교사를 대상으로한 면밀한 사례연구는 거의 이루어지지 않았다.
본 사례연구는 교사의 신념과 교수행위, 그리고 상황적 요인의 상호적인 관계에 해한 이해를 얻고자 하는 목적으로 한국 중학교의 영어교실 상황에서 한국인 영어교사의 영어 읽기 교수에 대한 신념과 실제 교수행위와의 연관성을 조사하였다.
이와 같은 주제를 탐구하기 위하여 본 연구는 다음과 같은 두 개의 연구 문제를 설정하였다: (1) 한국의 영어 교사들이 지니고 있는 영어 읽기교수에 대한 신념은 무엇인가? (2) 교사들의 신념은 그들의 교수행위와 어떻게 연관되어 있는가?
이와 같은 목적을 위해 교수경험에 차이가 있는 3명의 한국인 영어교과 담당 교사들이 연구에 참여하였다. 연구 참여 교사들의 읽기 교수에 대한 신념과 그들의 교수행위의 관계를 탐구하기 위하여 본 연구는 질적 사례연구의 방법을 채택하였으며, 수업관찰, 인터뷰, 학생들의 교과서와 수업자료를 연구자료로 수집하였다. 음성 녹음된 자료들은 모두 전사하여 기존의 문헌을 바탕으로 Lincoln과 Guba (1985)가 제시한 바에 따라 귀납적으로 분류함과 동시에 나머지 자료들은 연역적으로 분류하였다.
이에 따른 연구 결과는 세 명의 교사가 자신의 이상적인 신념과 특정 상황적 신념을 다루는 데에 있어 다른 양상을 보임을 나타낸다. 또한 교사들의 수업 관련 신념이 교사들의 이상적인 신념보다 교수행위와 더 밀접한 관련이 있음을 보여준다. 수업 경험이 많은 교사들의 경우 수업 경험 자체가 신념의 근원이 되며, 수업 경험이 거의 없는 교사의 경우 전공수업과 교수상황이 신념의 근원으로 나타났다. 교사들은 읽기 수업에 있어서 정독적 접근법과 문장단위의 해석, 단어와 문장구조적 지식등을 강조하는 공통적인 특징을 보였다. 더불어, 상황적 요인, 교육 경험, 개인적 읽기 경험 등이 교사의 교수행위에 영향을 미치는 요인으로 나타났다.
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dc.description.abstractSince the work of Nespor (1987), the significance of teachers’ beliefs in education has been of great interest to many educational researchers in various areas such as science, mathematics, literature, history, as well as in the teaching of first and second or foreign language over the last three decades (Kagan, 1992-
dc.description.abstractBorg, 2003). A crucial reason for this interest is due to the relationship between teachers’ beliefs and their instructional practices (Borg, 2003). Although there have been numerous studies on teachers’ beliefs, only a few studies have focused on the beliefs of in-service teachers with an in-depth case study especially in the context of teaching and learning English as a Foreign Language.
The present case study investigated Korean EFL teachers’ beliefs about their L2 reading instruction in relation to their teaching practices in Korean middle schools in order to gain understanding of the interactive relationship between teachers’ beliefs and their teaching practices. To explore this issue, two research questions have been addressed: (a) what beliefs Korean EFL teachers’ hold on L2 reading instruction and (b) how their beliefs are related to their instructional practices.
For this purpose, three Korean EFL teachers who differ in their teaching experiences were selected as participants. To explore the participants’ beliefs about L2 reading instruction and their teaching practices, the study adopted the methodology of qualitative case study encompassing observations, interviews and document data such as students’ textbooks and worksheets. The audio record data were all transcribed and then analyzed deductively and inductively as suggested by Lincoln and Guba (1985).
The findings of the study are as follows. First, three teachers deal with their ideal beliefs and context-specific beliefs differently according to the amount of their teaching experience. Second, all three teachers’ classroom-specific beliefs were more closely related to their classroom practices. Third, the major sources of beliefs for experienced teachers were teaching experience and a novice teacher’s sources of beliefs were professional coursework and her teaching context. Fourth, teachers’ L2 reading instruction showed similarities such as intensive approach, sentence-by-sentence translation, and emphasis on vocabulary and structural knowledge. Finally, influencing factors of teachers’ practices were contextual factors, schooling experience, and personal reading experience.
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dc.description.tableofcontentsCHAPTER 1 INTRODUCTION 1
1.1 The Context of the Study 1
1.2 The Purpose of the Study 4
1.3 Organization of the Thesis 6

CHAPTER 2 LITERATURE REVIEW 7
2.1 The Definitions of Teachers Beliefs 7
2.2 Relationships between Teachers Beliefs and Practices 10
2.3 Explanations for the Inconsistencies between Beliefs and Practices 11
2.4 Teachers Beliefs about Reading in L1 Context 14
2.5 Teachers Beliefs about Reading in ESL/EFL Context 16

CHAPTER 3 METHODOLOGY 21
3.1 Research Design 21
3.1.1 Rationale for the Use of a Case Study 21
3.1.2 School Contexts 22
3.1.3 Participants 23
3.1.4 Class Selection 25
3.2 Data Collection 27
3.2.1 Observations 27
3.2.2 Interviews 28
3.2.3 Document Data 30
3.3 Data Analysis 30

CHAPTER 4 Three Teachers Beliefs on L2 Reading Instruction 33
4.1 Ms. Kims Beliefs on L2 Reading Instruction 33
4.1.1 Reading in Classroom is to Learn Linguistic Knowledge 34
4.1.2 Levels of Proficiency Decide Learning Processes of Reading 34
4.1.3 There is No True Sense of Reading Assessment in Classroom 36
4.2 Ms. Parks Beliefs on L2 Reading Instruction 38
4.2.1 Classroom Reading is Getting a Taste of Reading in General 39
4.2.2 Fun and Interesting Texts can Enable Students to Read Better 40
4.2.3 Reading Aloud can Show How Well Students can Read 41
4.3 Ms. Lees Beliefs on L2 Reading Instruction 42
4.3.1 Its Purpose is to accept the content and to Learn Linguistic Knowledge 43
4.3.2 Vocabulary is Fundamental and Repeated Reading is Crucial 44
4.3.3 It is Impossible to Evaluate Each Students Reading Proficiency 46

CHAPTER 5 Characteristics of Three Teachers L2 Reading Classes 49
5.1 Characteristics of Ms. Kims Reading Classes 49
5.1.1 Intensive Approach in Reading Instruction 50
5.1.2 Separation of Grammar Teaching and Reading Instruction 52
5.1.3 Learning by Doing 57
5.2. Characteristics of Ms. Parks Reading Classes 61
5.2.1 Intensive Approach in Reading Instruction 62
5.2.2 Translation Focused Instruction 64
5.2.3 Memorization of the Text 67
5.3. Characteristics of Ms. Lees Reading Classes 70
5.3.1 Intensive Approach in Reading Instruction 72
5.3.2 Grammar-Translsation Focused Instruction 73
5.3.3 Planning of Lessons for the Easier Classroom Management 78

CHAPTER 6 SUMMARY and DISCUSSION 81

CHAPTER 7 CONCLUSION 87
7.1 Summary of the Major Findings 87
7.2 Pedagogical Implications 89
7.3 Limitations of the Study and Suggestions for the Further Research 91

REFERENCES 93

APPENDICES 100

국문 초록 115
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dc.formatapplication/pdf-
dc.format.extent2084309 bytes-
dc.format.mediumapplication/pdf-
dc.language.isoen-
dc.publisher서울대학교 대학원-
dc.subjectteacher belief-
dc.subjectL2 reading instruction-
dc.subjectteacher instructional practice-
dc.subjectKorean EFL classroom-
dc.subjectthe relationship between belief and practice-
dc.subjectforeign language teaching-
dc.subject.ddc407-
dc.titleKorean EFL middle school teachers’ L2 reading instruction and their teaching practices-
dc.title.alternative한국인 중학교 영어교사의 제2언어 읽기교수에 대한 신념과 교수행위-
dc.typeThesis-
dc.contributor.AlternativeAuthorSung Een You-
dc.description.degreeMaster-
dc.citation.pagesviii, 116-
dc.contributor.affiliation사범대학 외국어교육과-
dc.date.awarded2016-08-
Appears in Collections:
College of Education (사범대학)Dept. of Foreign Language Education (외국어교육과)English Language (영어전공)Theses (Master's Degree_영어전공)
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