영어 원어민 보조교사와 한국인 교사의 협동 수업에 대한 중학생의 인식조사: 정의적 요인을 중심으로

Abstract

The purpose of this study is to examine the changes in Korean middle school students' perceptions of native teachers and Korean teachers of English in co-teaching and the changes in affective characteristics shown by students depending on the grade level. The participants were 611 middle school students in Busan and Gyeongsangnam-do. A questionnaire survey was conducted to investigate the participants’ perception of co-teaching, their teachers (i.e., teaching skills, interaction skills, knowledge on the subject area, personality, and likability), and the affective factors (i.e., motivation, attitude, and anxiety). The findings are as follows. 1) In general, students had more favorable attitudes toward native English-speaking teachers than toward Korean teachers of English. They tended to have more negative attitudes toward both English teachers as they advanced to higher grades. 2) Students' intrinsic motivation significantly decreased and their attitudes toward English instruction got worse as they advanced to higher grades. 3) Among the sub-factors of anxiety, they were more anxious about communicating in English. This study implies an essential need for active collaboration between Korean teachers having professional subject knowledge and native English teachers having more funds of linguistic and cultural capital.