농촌 초등학교 영어 수업 들여다보기 - 상호작용에 관한 문화기술적 고찰

Ethnographic study of the English classes at a rural elementary school

  Using ethnographic methodology, this study examined the teachers" and students" experiences in an English class of a rural elementary school. The teachers, students, and six parents of the 5th and 6th grades at the elementary school were selected as participants. This study was conducted over four months, and involved observation, interviews, video-recordings, a daily journal, written impressions, and more. The four factors that had an effect on the English classroom interactions were: First, a lack of understanding of the importance of English and an evasion of responsibility on the part of the teacher which made the interaction between the teachers and the students restricted and rudimentary. Second, students of low academic ability often caused disruptions within the class due mainly to their lack of competitive spirit and satisfaction. Third, parents in rural areas seem to consider English to be a difficult subject to teach at home because of English"s foreignness. Fourth, the absence of private education facilities put the students at a distinct disadvantage with respect to urban populations. On the basis of the above, the followings are suggested: First, properlytrained, native speakers are needed for our rural schools. Second, our teachers need continuous upgrading to allow them to better teach foreign culture and language. Third, our teachers need to be better trained in the control and management of their classes. Fourth, a teachers" club or organization should be developed to help teachers to share materials and ideas.