원어민 영어교사와 비원어민 영어교사의 인식비교

Abstract

Since EPIK(English Program in Korea) started in 1995, English classes with NEST have been put into effect in Korean public education. Without sufficient proof of EPIK's viability, however, many unexpected problems have turned up; inefficient recruitment and management of NESTs, controversies about unqualified NESTs at schools, and the absence of a specific sample curriculum for team-teaching by NESTs and non-NESTs. This study was designed to compare NESTs with non-NESTs' overall perceptions regarding teaching behaviors, teaching categories, and teaching methods in order to enable NESTs and non-NESTs to design and enact more efficient English classes. It recommends methods for efficient team-teaching that reflect the characteristics of both NESTs and non-NESTs, plus the study aims to provide EPIK with a deeper understanding of NESTs’ merits and demerits, therefore, hopefully, offering keys to improving English education in Korea. For this purpose, 76 NESTs(Group 1) and 137 non-NESTs teaching at middle schools and high schools mainly in Seoul and Gyeong-gi Province were selected for the survey. Non-NESTs were divided and analyzed as two groups; one working at schools with NESTs(Group2) and the other working at schools without NESTs(Group3). The result of this study is as follows; First, some representative characteristics of teaching behaviors about NESTs and non-NESTs’were found. Out of 11 characteristics of general teaching behaviors' statements, the following five statements were agreed upon by all three groups - NESTs run interesting classes; NESTs prefer using a variety of teaching methods; non-NESTs stick rigidly to their lesson plans; non-NESTs give a lot of tests; non-NESTs assign a lot of homework. Also, out of 16 characteristics of NESTs and non-NESTs’ teaching behavior, most statements were agreed on by over half of the participants from all three groups. However, the following four statements were answered differently by Group 1 and the other groups - NESTs are not good at teaching beginner level classes without help from Korean English teachers; NESTs’ lessons are somewhat inapplicable to the Korean school exams; non-NESTs can explain English structure and grammar well, but speak English poorly; non-NESTs prefer traditional forms of teaching. Second, when teaching English, NESTs were expected to teach speaking, listening, pronunciation, and the culture of English-speaking countries better, while non-NESTs were expected to teach grammar better. In addition, non-NESTs were expected to teach listening effectively, especially at high schools, plus be better at teaching reading and vocabulary. Last, when surveying teaching methods, most Group 1 teachers wanted to teach English with non-NESTs using full-time team-teaching, but Group 2 & Group 3 preferred part-time team-teaching with NESTs. In addition, the teaching materials non-NESTs use are mainly textbooks and audio tapes, which showed less variety than that used by NESTs. According to the results of this study, the following recommendations can be made: First of all, effective team-teaching, one that reflects the characteristics of both NESTs and non-NESTs, should be conducted based on mutual understanding. For example, at the class design step, non-NESTs, who grasp the Korean education curriculum and Korean students better, and NESTs, who possess various teaching methods and materials, should bring both their strengths to the class syllabus and design. During the class, NESTs and non-NESTs should decide who will teach each category based on their respective merits and demerits. At the assessment step, NESTs and non-NESTs should share their opinions to garner fairer ratings and evaluations. Plus, EPIK should be changed to reflect the experience, knowledge and desires of both NESTs and non-NESTs. From recruitment to follow-up training, administrators should pay attention to incumbent English teachers and set up a standardized model. In addition, when assigning NESTs to schools, curriculum and lesson plans for NESTs should be provided in order to reduce the difficulties in teaching and coordination.