영어전용강의 수강생들의 인식과 개선방안 = The Awareness of Students on English-medium Instruction and Its Improvements

다국어 초록 (Multilingual Abstract)

English proficiency is one of primary barometers of competitiveness, and the necessity of English education is increasingly stressed for both instructors and learners. One of the efforts by colleges to keep up with the global trend is providing English-medium instruction, but there are several problems with this instruction, though it has continued to be prevailing. The purpose of this study was to suggest workable reform measures for English-medium instruction in a bid to redress the adverse effects of it, to put college education on the right track and to boost the efficiency of English education.
It's specifically meant to examine the perception of students receiving English-medium instruction about its effect and the relationship of their major, academic year, English skills, experiences of receiving that instruction and motivation to their outlook, and finally to suggest feasible reform measures.
The subjects in this study were 246 students who received English-medium instruction during the second term of 2008 at a university in the city of Ulsan. After a survey was conducted during a 10-day period of time from December 2 to 11, 2008, the collected data were analyzed with SPSS 12.0KO for Windows program.
The findings of the study were as follows:
The students felt that the effect of English-medium instruction was below the average. The length of stay in an English-speaking country made a difference to their outlook on its effect. Their view differed significantly with their English proficiency as well. The reason why they took the instruction also made a wide difference to their outlook.
As a result of analyzing problem-causing factors, the degree of problems triggered by the factors of learner and instruction was below the average, and an instructor factor provoked a moderate level of problems. When their satisfaction level with English-medium instruction was checked, the satisfaction level was below the average, no matter whether they received the instruction to study their major or English.
Given the findings on the problem factors and the opinions of the students about what improvements should be made, the following reform measures should be taken: learners themselves should change their attitude and strive to improve their English skills. In terms of instruction, a supply of additional resources that could enrich English-medium instruction is required, and the instruction should be conducted in view of what to teach and the degree of difficulty. Differentiated instruction as students' English level should be provided, and it's needed to make a full preparation for students to be competent enough in terms of English skills to understand English-medium instruction. As for instructors, professors who will be responsible for English-medium instruction should be selected through a close screening test. Instructors should employ a communicative teaching method when they give a lecture, and they should provide an opportunity for students to be proficient at English in and after class. The development of instructor-training programs is required, which focus on effective teaching methods, how to proceed with the instruction, the use of teaching aids and the enhancement of English proficiency in order for instructors to be full-fledged enough to offer English-medium instruction. Finally, more classes should be provided by native English-speaking instructors.

목차 (Table of Contents)

• I. 서론 1
• 1.1. 연구의 필요성 1
• 1.2. 연구 목적 및 주제 3
• 1.3. 연구 구성 4
• 1.4. 용어의 정의 5
• 1.5. 연구 범위와 제한점 5
• II. 이론적 배경 및 선행 연구 7
• 2.1. 이론적 배경 7
• 2.2. 선행 연구 14
• III. 연구 방법 17
• 3.1. 연구 대상 및 기간 17
• 3.2. 연구 절차 21
• 3.3. 평가 도구 21
• IV. 연구 결과의 논의 25
• 4.1. 영어전용강의 효과 분석 25
• 4.2. 영어전용강의의 효과에 영향을 미치는 요인 분석 45
• 4.3. 영어전용강의 만족 정도 49
• 4.4. 수강생들이 생각하는 개선 및 보완점 51
• 4.5. 개선방안 54
• V. 결론 60
• 참고문헌 62
• 부록 64
• ABSTRACT 68