문학작품을 활용한 초등영어교육에 대한 교사들의 인식 연구

A survey of teacher perception on literature-based elementary English education

This study aims to gain pedagogical implications for the future of English education by conducting a Delphi survey of teacher perception on literature-based elementary English education (LBEEE). To this end, 43 teachers were purposively selected to respond to two surveys. Among them, five teachers were selected as a focus group to engage in a subsequent in-depth interview. The results of this study are as follows: First, LBEEE is beneficial to both students and teachers developments of linguistic and extralinguistic abilities. Second, (inter-) cultural understanding is viewed as the most salient positive learner change in LBEEE. Third, communicative function practices are seen as necessary for keeping harmony with the appreciations of texts and their extension to multiple contexts. Fourth, LBEEE is considered educationally meaningful, but in reality, teachers feel it is hard to implement LBEEE for the lack of proper teaching methods and activities. Fifth, literary elements in elementary English textbooks are perceived as not reflecting the subtleties of original texts due to the communication-focused composition of English textbooks. Sixth, the deregulation of vocabulary control and the use of printed books with multicultural topics are identified as a necessity for the success of LBEEE. Seventh, differentiated learning is recongized as having the ability to resolve the discrepancies between learners cognitive abilities and text language levels.