영어교사 일반의사소통능력과 교실의사소통능력에대한 진단 및 인식도 연구

A study on the diagnosis of NNS teachers' general cornmunicative competence and classroom comrnunicative competence in English

The goal of the present study is to examine NNS teachers’ general communicative competence and classroom communicative competence in English. Data was collected from seventy primary and secondary school English teachers (N=70) who participated in the six-month intensive teacher training program in South Korea. The teacher trainees were asked to diagnose their own levels of four language skills (L/S/R/W) in two different domains: the domain of English communicative competence in general and the domain of English communicative competence in the classroom. The teacher trainees self-diagnosed 1) their current level, and 2) their desired level in each of four language skills for two different domains. The self-diagnosis was conducted twice during the program, using the language proficiency guidelines designed by the researcher. Twelve instructors (N=12) of native speakers of English also diagnosed the teacher trainees’ language levels to compare the results from trainees’ diagnosis. The data analysis has shown that in the self-diagnosis, first, the teacher trainees showed a significant gap between their current levels and their desired levels in four language skills in both domains. Second, they showed that their language levels in classroom communicative competence are significantly higher than their levels in general communicative competence at the end of the program. In comparison of trainees’ self-diagnosis and NS instructors’ diagnosis, the significant differences were found in both language domains. Pedagogical implications and directions to further study are discussed.