Effects of Level and Style-based EFL Instruction from the Perspectives of Korean Elementary Teachers

• 영문명: Effects of Level and Style-based EFL Instruction from the Perspectives of Korean Elementary Teachers
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Yung Suk Jung
• 간행물 정보: 『영어교육연구』제18권 2호, 49~75쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.06.01

영문 초록

  This paper investigates Korean elementary school teachers’ perspectives on level-based and learning style-based EFL instruction. After teaching English to their students in the context of level-based instruction and learning style-based instruction, the teachers videotaped their classes, filled out a questionnaire, submitted reflection papers, and discussed the problems and solutions. The results of the study showed that 1) the teachers liked using level-based instruction more often than learning style-based instruction mainly because of the burden of class preparation and their unfamiliarity with learning style-based instruction; that 2) the most favored type of lessons by the teachers was level-based instruction and the least favored one was learning style-based instruction; that 3) teachers believed, however, that most of their students (85.7%) liked learning style-based instruction most and none liked basic instruction; and that 4) teachers believed that the most effective type was level-based instruction and the least effective type was basic instruction. Finally, the study suggests an alternative way of teaching to overcome students’ individual differences in English classes, selective corner study instruction, which is task-oriented but still considers students’ achievement levels and learning styles.

목차

영어 초록
Ⅰ. INTRODUCTION
Ⅱ. REVIEW OF LITERATURE
Ⅲ. METHOD
Ⅳ. RESULTS AND DISCUSSION
Ⅴ. PRACTICAL IMPLICATIONS
Ⅵ. CONCLUSION
REFERENCES
저자소개

키워드

level-based instruction learning style-based instruction multi-level teaching teachers’ perspectives