수준별 영어 수업의 성공적 시행을 위한 제언 - 교사 변인을 중심으로

A Proposal for the Successful Implementation of Differentiated English Classes: With Focus on the Teacher Variable

  The purpose of this study is to find out important element(s) in running differentiated English classes with at least three ability groups within a grade in our secondary schools and to suggest some ways for the successful implementation of this system. Special arrangements were made for this study; one highly qualified teacher taught two types of classes, low ability group and mixed ability group, and another novice teacher taught a high ability group. The former gave differentiated treatments to both groups and the latter used mostly traditional whole class activities. Statistical analyses were made based on the mid-term and final exam scores of the students. They were interpreted in relation to the survey result at the end of the semester. It was proved that the low level students both in the ability group and mixed group made far more improvement than the high level students. Interestingly, high level students in the mixed group were similar to those in the ability group in their improvement. Besides, those who moved to the low ability group from the high after the mid-term exam recorded a big improvement, but not vice versa. Above all, it is strongly suggested that schools assign well-qualified experienced teachers to lower level classes.