Path to English in Korea: Policies, practices, and outcomes

• 영문명: Path to English in Korea: Policies, practices, and outcomes
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Mark Dressman JuSeong Lee Mohamed Amine Sabaoui
• 간행물 정보: 『영어교육연구』제28권 1호, 67~78쪽, 전체 12쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.03.31

영문 초록

In this paper we outline some possible “untrodden” paths to English that may be of interest anduse to teachers and students in Korea. These paths are suggested by a comparative study ofEnglish policies, teaching and learning practices, and outcomes in Korea and Morocco. The twonations have official policies linking the acquisition of English in schools to economicdevelopment and prosperity and share a common history of colonization and linguisticimperialism in the first half of the Twentieth Century; yet attitudes and outcomes for the twonations in terms of students’ proficiency as speakers of English are very different. WhereasKorea is a largely monolingual society where English is typically learned as a second language,Morocco is a multilingual society where students become fluent in four or five languages beforeentering the university and language learning and discussions about language are something of anational pastime. Although Morocco ranks lower on the English Proficiency Index than Korea(45th vs. 24th), the Moroccan university students interviewed in an ongoing comparative studyare verbally more proficient that Korean university students. Comparative analysis of interviewdata from the two groups of students shows that Moroccan students rely far more on the Internetand satellite television programs broadcast in English with Arabic subtitles in learning Englishthan do Korean students, who indicate more reliance on formal schooling. In addition, althoughtesting figures greatly in Moroccan academic life, Moroccan students tend to treat learningEnglish more as a game than as a subject to be mastered. These findings suggest interestingpossibilities for English language acquisition by Korean students and for the development ofcurricular and instructional approaches in Korean schools.

목차

I. WHAT IS LANGUAGE?

II. LANGUAGE LEARNING IN MOROCCO

III. IMPLICATIONS FOR KOREAN ENGLISH–LEARNING CONTEXTS

REFERENCES