Target Language Use in the EFL Classroom: The Current Situations in Korea and Japan

Target Language Use in the EFL Classroom: The Current Situations in Korea and Japan

In this paper, we report on the results of a comparative study on the use of teaching English through English (TETE), which has been required in Korea since 2001, among middle school teachers in Korea and Japan. The goal of the study is to discern patterns regarding TETE and to investigate possible influences that previous pre- and in-service teacher education experiences may have had on these patterns. To do so, a questionnaire was given to 115 middle school teachers in Pusan, Korea and to 92 middle school teachers in the Kyushu-Okinawa region of Japan in the summer of 2001. Analysis of the results showed that teachers had broadly similar teacher education experiences and slmilar attitudes toward the integration of TETE into their teaching. Korean teachers had a stronger pedagogical component in their university education, but Japanese teachers had more expensive visits to and stays in English-speaking countries. Teachers in both countries used English mainly for greetings and classroom management, but relied heavily on the native language in teaching grammar and vocabulary. Korean teachers responsible for first-year classes used English more than any other group, which reflects influence of official policy to promote the use of TETE. The paper concludes with recommendations for improving teacher education and the classroom environment and with suggestions for further research.