교사와 학생을 통해 알아본 수준별 영어 수업의 효과 및 개선방안

다국어 초록 (Multilingual Abstract)

Abstract

A study on the effect of differentiated high school English classes and the way of the improvement through the survey of teachers and students

Hwang, Sun Kyung
Department of English Education
Graduate School of Education
Sungshin Womens University

This study investigates how differentiated high school English classes are performed and examine how much the classes influence students and then find the method for better classes. This study is executed through interview with a student teacher and survey from 9 teachers and 222 students. The survey for teachers and students consists of 10 and 3 sections each.
The research shows that teachers differentiated students in teaching method, frequency of speaking English, adaptation of textbook and material by their ability.
Considering the effect of the differentiated English classes, it was proved that the classes affected the improvement of students’ ability, and the improved part was different according to the students’ level. High ability group improved a grammar skill whereas low ability group raised a grade of reading skill.
By taking differentiated English classes, students lower affective filter because they study with the same ability group members. This phenomenon remarkably occurs in a low ability group.
According to the use of English in classes, the research shows that it is helpful to high ability group, but not to low ability group.
For the better differentiated English classes, teachers think the appropriate number of students for high ability group is 10 to 20, and for low ability group is less than 10.
From the differentiated English classes, high ability group hopes to improve listening skill while the other groups want to improve writing skill.
Teachers think the effective teaching method is different by students’level. To be specific, for the high ability group, GTM(Grammar Translation Method)is appropriate whereas for the low ability group, the method in which uses variety of pictures and videos are effective. Students also have different opinion about ideal teaching method according to their level. High ability group wants to learn English by doing group work whereas low ability group hopes to have teacher-oriented classes.
In a conclusion, teachers use different teaching method by students’ level so that students think a differentiated English classes is effective to improve their ability. For the advanced differentiated English classes, teachers should consider various students’needs and study students’interests on different level.
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목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• Ⅱ. 이론적 연구 4
• Ⅲ. 연구방법 13
• 1. 연구대상 13
• 2. 연구도구 14
• Ⅳ. 연구의 결과 분석 15
• 1. 수준별 수업의 진행 현황 15
• 1) 교수법 15
• 2) 듣기 16
• 3) 읽기 17
• 4) 말하기 18
• 5)쓰기 19
• 6) 영어 사용 20
• 7) 원어민 교사의 수업 21
• 8) 교재 23
• 9) 반배정 24
• 10) 멀티미디어 사용 25
• 2. 수준별 수업의 효과 26
• 1) 수준별 수업의 효과 26
• 2) 수준별 수업 후 실력 향상 정도 27
• 3) 수준별 수업의 장점 29
• 4) 영어로 진행하는 수업의 효과 30
• 3. 수준별 수업을 효과적으로 진행하기 위한 방법 32
• 1) 이상적인 반편성 방법 32
• 2) 수준별 수업을 통해 실력을 향상시키고 싶은 분야 33
• 3) 이상적인 수업 방식 34
• V. 요약 및 결론 36