중등 영어교사의 과업 선택

Abstract

This study investigates Korean secondary EFL teachers’ task choice and their consideration during lesson planning. A total of 146 English teachers in middle and high schools were surveyed, and the data were analyzed using frequency analysis and multiple response analysis. The results show that when they are asked to choose a certain task to teach a unit using a textbook, they prefer: prediction tasks when introducing a unit, general knowledge tasks to teach listening and speaking, student as question master tasks to assess listening and speaking, prediction task to teach reading and personalization tasks to assess reading as well as to teach and assess writing; discussion tasks to teach culture, and personalization tasks to assess culture and to wrap up a unit. The findings also reveal differences between middle schools teachers and high schools teachers in task choice. The factors teachers take into a considerations are explored. These results suggest changes for teacher training programs and the focus of research.