동화를 활용하여 영어수업을 실행하는 초등영어교사의 수업 동기와 방법

Abstract

Objectives The purpose of this study is to analyze in detail the motives and methods of English classes using fairy tales through in-depth interviews with primary school teachers who have conducted English classes using fairy tales.
 Methods Through the qualitative research method, three primary English teachers were selected as intentional sampling(convenient sampling) method, and data were collected through triangulation such as interviews, non-participatory observation(class videos), documents, and class photos, and analyzed using constant comparative analysis, which is an open coding, categorization, and category confirmation process. Efforts were made to report validity and reliability through member checks with the analyzed data.
 Results The motivations of primary English teachers who used fairy tales were analyzed as three main themes: ‘Striving for overcoming the limitations of primary English textbooks,’ ‘Development of students' critical thinking skills,’ and ‘Will to improve as English teachers.’ The English class method using fairy tales was analyzed into three main topics: first, ‘whole language learning’, second, ‘real communication-oriented class’, and third, ‘student-centered class’.
 Conclusions It is not only necessary to develop primary English textbooks that can provide a rich context, communicate in practice, and improve students' interest, motivation, and confidence but also needed to train English teachers as an in-service on related textbooks.