교육실습생들의 교실영어 사용에 대한 자기평가

Student teachers’ self-evaluation on the use of classroom English

This study aimed to investigate student teachers’ perceived difficulties and problems in using classroom English. Twenty student teachers participated in the research and were asked to rate their own classroom English competence with the self-evaluation questionnaire. The competence consisted of pronunciation, intonation, transition, linguistic form and confidence. These five components were rated in the various instructional situations. The findings can be summarized as follows: The student teachers rated their competence highly when they could utilize memorized formulaic expressions as in greetings, giving commands or using electronic materials. On the other hand, they seemed to have difficulties in using classroom English adequately in the context of requiring creative use like reviewing the previous lesson or explaining something. This means that classroom English should be taken as a type of ESP not as a list of prefabricated expressions. Results of the study suggest that the language skill courses provided by college of education should adopt pedagogical perspectives to improve pre-service teachers’ classroom English competence.