학부모 보조교사를 활용한 초등영어 수준별 지도 방안

Practicing level-based primary English lessons with parental assistance

  This study explored a way to practice level-based primary English lessons with parental assistance. The first half of the lesson was taught by the English teacher as a whole, and for the second half of the lesson students were divided into three groups (beginner, intermediate and advanced) according to their English proficiency. Two parents volunteered to teach in the study. One parent taught the advanced group for 15 weeks of the experimental period and the other taught the beginner group. The participants were twenty-six students in grade five. The participants" reading and speaking abilities were pre-tested and post-tested and analyzed in both quantitative and qualitative methods. The participants also responded to a post-hoc interview questionnaire. The controlled group was taught by the English teacher alone. The results showed a greater improvement of the experimental group in speaking performance. This group demonstrated improvement on making complete sentences and present progressive sentences, etc. However, the result on reading abilities did not show a statistically significant difference between the two groups. In the post-hoc questionnaire, it was found that the parental assistance lowered their affective filter during the lessons. More effective ways of adopting parental assistance and ideas for further research were discussed.