일반교사들을 위한 연어중심 영어연수 방안

A Proposal for English Lexical Collocational Approach to Teacher Training Programs

컴퓨터를 기반으로 하는 정보 통신 기술 (information-communication technology: ICT)의 발전으로 지식과 정보가 급속도로 유통됨에 따라 현재의 지구촌시대를 살아가는 전문인들은 더 이상 과거의 지식과 정보에만 의존할 수 없게 되었다 (김동원, 2001). 새로운 지식․정보의 습득과 활용능력에 따라 개인의 사회적 역할 및 지위가 결정될 지식․정보화시대에서는 교사의 기대 역할도 증대되고 있다 (한상진, 1999) 이에 따라 제 7차 교육과정은 정보화와 세계화 교육을 강화하는 것을 강조한다 (이범주 외, 1999)

This study aims to suggest a lexical collocational approach in English for teacher training programs. Teachers nowadays are expected to be able to communicate with them, and use the most recent technology to provide their students with new information. The curriculum also emphasizes the importance of globalization and English language as a foreign language. Thus, it is not easy for teachers to meet students\ needs without their own teacher development in many areas. Along with technology, the language is required for teachers to surf the web freely and effectively and to communicate with many other teachers in the world through emails or in a chatting room or as a news group. Teachers need to be proficient in reading and writing English In order to use the proper information for reconstructing their teaching materials. English programs have been provided to teachers who teach English at schools. However, English programs need to be provided to teachers who teach other subjects who are aware of the importance of English for their own development. Most teachers had years of grammar study at school and are in need of a chance to produce their English knowledge in written and spoken forms. To respond to these needs. a 30 hour teacher training program was designed to improve their English lexical collocational competence along with communicative competence. Seventeen teachers participated in the training English program. The analysis and evaluation of the status are based on a questionnaire performed with teachers. They were also interviewed. This study presents the results of the quantitative and qualitative data. Findings of this study are as follows: First, teachers themselves consider English as necessary and are willing to take English courses for their own development even though they teach other subjects at school. Second, the reasons teachers participate in teacher training course in English and the areas in English they would like to learn are various. The reasons they find it difficult to take English courses are also various. Third, teachers are expected to learn how to read the most. The hours teachers want to invest in learning English are thirty hours. Fourth, teachers in general found themselves motivated in learning English after taking the training course. Fifth, teachers think that they are improved more in building vocabulary than in reading. The present study purports to show how a collocational approach can help teachers with their own teacher development. More effective teacher training program is in serious need so that teachers who teach other subjects can improve their English proficiency.