초등 예비교사의 교실영어 오류분석

An analysis of errors in classroom English of pre-service teachers

The purpose of this study is to investigate the English errors of 24 university students who participated in a preparation course for the state-run teacher employment test. The data were collected from the participants' classroom English, which was produced in their 6-minute long, mock microteaching sessions. The errors they made were analyzed and categorized in terms of three aspects: grammar, lexicon and pronunciation. Their errors were more closely analyzed in four types: ommission, selection, addition and ordering. Further investigation was made in the level of English proficiency and their beliefs and expectations on the use of classroom English. The results showed that frequent errors were found in the order of grammar, vocabulary and pronunciation. Also, the most common grammatical errors were found in omission of articles, third person singular s, and objects. In lexical errors, the selection or addition of words was frequently found. With regard to pronunciation, the participants made a great portion of errors in the selection of appropriate consonants or vowels. In addition, the participants of lower proficiency made errors almost twice as often as the ones of higher proficiency. On the basis of these results, some pedagogical implications were drawn for the pre-service primary teacher education.