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Exploring Teaching in Traditional EFL High School Classrooms
( Marie Jose Guilloteaux ) 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.2
This study provides systematic empirical data on the pedagogical practicesof eleven Korean EFL high school teachers in ten learner groups belongingto two provincial high schools in Korea. Thirty non-manipulated classeswere observed and video-recorded. The 19 hours and 48 minutes of videodata were analyzed using a specially developed instrument, the TraditionalLanguage Classroom (TLC) observation scheme. The TLC uses categoriesof observable teaching features derived from the English language teachingliterature and follows a minute-by-minute coding principle. Contentanalysis of the video data revealed that, on average, students spent about80% of class time listening to Korean translations of English texts, learningabout English through the medium of Korean, and listening to test-takingdemonstrations given in Korean. In comparison, they spent about 18% ofclass-time engaging with English, and were required to produce onlyminimal amounts of controlled output, which is known to hamper instructedsecond language acquisition. An analysis of each teacher’s practiceuncovered slightly different grammar-translation approaches. Pedagogicalimplications are discussed.