원어민 영어보조교사의 자질과 자격에 관한 연구 = A study on native English-speaking assistant teacher's teaching qualities and qualification

다국어 초록 (Multilingual Abstract)

The purpose of this research is to examine teaching qualities and qualifications of native English speaking teachers who work in secondary schools and language institutes in Korea.
The data for this research was randomly collected from native English and Korean teachers, using a questionnaire. It addressed such issues as : gender, age, major, English teaching experience, teaching certificate, school types as basic information about native English speaking teachers. In order to examine the detailed qualification, 25 equivalent questions in Korean and English including these 4 categories are made : personality & attitude, professional teaching skills, teaching methodology & background knowledge of language and enough understanding of Korean culture. Then, the questionnaires were distributed to native English speaking teachers and Korean teachers, working in Seoul, Kyunggido and Kangwondo.
The researchable issues for this study are as follows.
First, ‘What are the native English speaking teachers qualifications from their self evaluation?’
The data has been analysed and presented in the following text.
Most of the native English speaking teachers think they are qualified to teach English in Korea because they have a good personality and attitude, teaching skills, background knowledge of language and understanding of Korean culture.
Secondly, ‘What are the native English teachers qualifications in the view of Korean teachers?’
The data was then analysed and presented in the following text.
Korean teachers tend to score native English teachers’ qualifications lower than native English teachers did. That means, native English teachers value themselves higher than Korean teachers.
Lastly, this study includes whether the native-English teachers can teach their own classes instead of being assistant teachers. The data was analysed and is presented in the following text.
Native-English teachers think that they are properly qualified to teach their own classes while Korean teachers don’t think native English teachers are qualified. There are some reasons that Korean teachers don't agree with the idea. According to some Korean teachers’ responses, they think native-English speaking teachers have not been educated for teaching and they also don't understand enough about English education in Korea. However, there is a limitation of this result. Native English speaking teachers and Korean teachers do not communicate enough to know each other at work because of time, language or lack of effort to understand them.
No doubt Korea needs native English speaking teachers for effective and successful English education, however, Korean English education must carefully consider their qualifications before they are hired. Many private language institutes boast of having native English teachers, but what they have are not fully qualified native English speakers. Furthermore, generally they do not have appropriate teacher training programs for native English speakers. The number of native English teachers in Korea is growing every year. However, there seems to be no correlation between the growing number and the teaching qualities and qualifications. To solve this problem, Korea needs to offer well-organized orientation about Korean culture and education system, and also they provide the information about their culture for Korean teachers to understand them better. Korea also uses the native English teachers’ various majors to introduce Content-Based Instruction in the school system.
A Korean government organization, such as EPIK is expected to provide special teacher training programs for the native teachers to improve the English education in Korea. If so, an enormous budget and effort should be put into EPIK, so successful and effective English education can be developed.

목차 (Table of Contents)

• I. 서론 = 1
• 1.1. 연구의 배경 및 필요성 = 1
• 1.2. 연구의 목적 = 5
• 1.3. 연구문제 = 6
• II. 이론적 배경 = 8
• 2.1. 영어교사의 자질 = 8
• 2.1.1. 일반적 영어교사의 자질 = 8
• 2.2. 원어민 영어보조교사의 자질 = 13
• 2.2.1. 원어민 영어보조교사의 채용배경 = 15
• 2.2.2. 원어민 영어보조교사의 유형 = 16
• 2.2.3. 원어민 영어보조교사의 임무와 능력 = 18
• 2.2.4. 원어민 영어보조교사의 선발자격 = 19
• 2.2.5. 일본의 원어민 영어교사 선발자격 = 21
• 2.3. 원어민 영어보조교사의 자질과 자격 검증 시스템의 부재 = 22
• 2.4. 원어민 영어보조교사의 자질과 자격에 대한 선행연구 = 23
• III. 실제연구 = 25
• 3.1. 자료 수집 및 설문 구성내용 = 25
• 3.2. 자료 분석 = 29
• IV. 결과 및 논의 = 30
• 4.1. 원어민 영어보조교사들의 배경 = 30
• 4.2. 원어민 영어보조교사의 응답에 대한 신뢰도 분석 = 33
• 4.3. 원어민 영어보조교사 설문지 내용결과 분석 = 35
• 4.3.1. 원어민 영어보조교사의 성별에 따른 분석 = 35
• 4.3.2. 원어민 영어보조교사의 연령에 따른 분석 = 36
• 4.3.3. 원어민 영어보조교사의 전공에 따른 분석 = 37
• 4.3.4. 원어민 영어보조교사의 교수경험에 따른 분석 = 38
• 4.3.5. 원어민 영어보조교사의 교수관련 자격증 유무에 따른분석 = 39
• 4.3.6. 원어민 영어보조교사의 교육기관에 따른 분석 = 40
• 4.4. 한국인 교사의 배경 = 42
• 4.5. 한국인 교사의 응답에 대한 신뢰도 분석 = 44
• 4.6. 한국인 교사 설문지 내용 결과 분석 = 46
• 4.6.1. 한국인 교사의 성별에 따른 분석 = 46
• 4.6.2. 한국인 교사의 과목에 따른 분석 = 47
• 4.6.3. 한국인 교사의 학교에 따른 분석 = 48
• 4.6.4. 한국인 교사의 근무지역에 따른 분석 = 49
• 4.6.5. 한국인 교사의 교직경력에 따른 분석 = 50
• 4.7. 원어민 영어보조교사와 한국인 교사 비교 분석 = 51
• 4.8. 원어민 영어보조교사의 단독수업허용여부에 대한 분석 = 53
• 4.9. 결과요약 = 56
• 4.9.1. 원어민 영어보조교사의 자기 평가 결과 = 56
• 4.9.2. 한국인 교사의 동료 평가 결과 = 57
• 4.9.3. 원어민 영어보조교사와 한국인 교사 설문지 결과 비교 = 57
• V. 결론 및 제언 = 59
• 참고문헌 = 65
• <부록1> = 68
• <부록2> = 71
• Abstract = 74