초등학교 영어 기초학력 지도 프로그램 운영에 대한 현장 교사의 인식과 실태 탐색

Abstract

This study explored teachers’ perceptions of the operation of elementary school basic English programs. Basic English programs have been implemented as an important component of the elementary English enhancement policy. This study investigated the teachers’ satisfaction level and the effectiveness of the basic English programs to understand the current situation and evaluate the effectiveness of the policy. The findings showed that teachers mainly utilized the “system for the diagnosis and learning support of basic English ability” when diagnosing students’ English achievement levels. Furthermore, most teachers showed positive perceptions about the level of infrastructure and program operation, but this varied by the size of the region. The effect of basic English programs for improving students’ interest in English and self-directed learning ability was relatively lower in the schools in rural areas than in large cities.
 Lastly, the majority of teachers demanded support for more teaching and learning materials and program management. This paper concludes by asserting the need for sophisticated support for basic English education at elementary schools, focusing more carefully on the circumstances of the size of the region.