원어민 영어보조교사 수업이 초등학생의 영어학업성취도에 미치는 영향

An Analysis of Native English Teacher's effects on students's English Achievement at the Elementary Level

본 연구는 원어민 영어보조교사가 영어학업성취에 미치는 영향을 살펴보고, 원어민 영어보조교사 외에 영어학업성취에 영향을 미치는 변수가 무엇인지 파악하여 원어민 영어보조교사의 활용과 영어학업성취의 향상에 대한 시사점을 도출하는데 그 목적이 있다. 이와 같은 연구목적을 달성하기 위해서 경기도 소재 초등학교 6학년 학생 설문지 541부를 최종 분석하여 원어민영어보조교사의 영향과 과외학습 기간, 영어권국가 방문경험, 영어 흥미도, 영어교과 학업적 자기효능감, 아버지 교육수준, 가정소득이 영어학업성취도에 미치는 영향을 다중회귀로 분석하였다. 이상의 연구절차를 통해 얻은 본 연구의 결론을 요약하면 다음과 같다. 원어민영어보조교사의 수업을 받는 학생들이 한국인 영어교사의 수업을 받는 학생들보다 기본과정인 Step 점수는 10.74점, 심화과정인 Jump 성적은 20.17점 더 낮은 것으로 분석 되었다. Step 성적에서는 가정의 경제적ㆍ사회적 배경이 유의한 영향을 미치지 않았으나, Jump 성적은 아버지 교육수준과 가정 소득 변수에 유의한 영향을 받는 것으로 나타났다. 영어교과 학업적 자기효능감과 영어권국가 방문경험은 Step 점수와 Jump 성적 모두에 유의한 영향을 미치는 것으로 나타났다.

This study has aimed to analyze the effectiveness of the native speaker English teachers, SFS(Social Economic Status) and income of family, English efficacy and experience of English country. The Arnment, local self-governing bodies and schools have all invited native English speaker teachers since 1995. It is necessary to analyse the effectiveness of native English speaker teachers and how they effect on students' s English achievement at the elementary level. To achieve this goal, this study utilized multi regression analysis in SPSS. This study utilized the results of 'Step & Jump', the English competency test used in Elementary schools in the Gyeonggi Provincial office of Education. Step & Jump assessed student's listening and speaking competence. 'Step' is a basic standardized test and 'Jump' is an upper standardized test. A total score is assessed based on the sum of the listening and speaking scores. Results can be summarized as follows: First, native English speaker teachers have negative effect on the Step & Jump scores. Students who have been taught by native English speaker teachers have 10.74 points lower in the Step test and 20.17 lower in the Jump test. Native English speaker teachers showed less effectiveness than Korean English teachers in the Step & Jump scores. Therefore, this study suggests that we need qualified native English speaker teachers who have teaching certificates and skills. Second, paternal education levels and family income had positive affects on Jump scores but they did not effect Step scores. Jump is upper standardized test, therefore SES had a bigger influence on higher level English competence. This demonstrates that students who have lower economic status & family backgrounds need a compensatory English education program at on no financial cost. Third, Student English efficacy had a positive effect on Step & Jump scores. Therefore, students who have low English efficacy need to have their motivation and interest in English increased through positive reinforcement. Finally, experience visiting other countries that use English has a positive effect on Step & Jump scores. But there are other ways we can apply to public English education. An example of this is English town and English zone that create a situation where students can speak English.