수업시연과 영작테스트에 나타난 초등 예비교사의 교실영어 오류 분석

An error analysis of pre-service teachers" classroom English revealed in teaching demonstrations and a written test

  This study intended to analyze pre-service primary school teachers" classroom English use as shown in a writing test and teaching demonstrations , and also to explore an effective way to improve their classroom English skills. Classroom language data were divided into five sections: warm-up and review, presentation, development, class management, and closing, according to the general steps of an English lesson. The data were analyzed through error analysis method to investigate errors of addition, omission, selection, ordering, and pragmatics. The findings reveal that pre-service teachers made the most frequent errors of omission and selection in both writing tests and teaching demonstrations. Articles were most frequently omitted and function words such as modals and conjunctions were omitted often as well. Regarding selection errors, the data often showed disagreement of verb tenses in a sentence, and substituting singular nouns with plural nouns. Unnecessary conjunctions and articles were also added sometimes. Among the five parts of a lesson, most errorneous classroom language was found in the development section where pre-service teachers had to explain how to do activities or games. Suggestions on how to help pre-service teachers improve their classroom English based on the findings are discussed.