초등 예비 교사의 영어 문법 능력 및 문법 지도 지식의 변화에 관한 연구

Exploring changes in pre-service primary teachers’ knowledge of English grammar and grammar instruction

This study explores the impact of an English grammar course on ten pre-service primary teachers’ knowledge of English grammar and grammar instruction. Data collected from pre- and post- tests of grammar, and self-evaluation about their knowledge of grammar teaching were quantitatively analyzed, along with the qualitative analysis of their simulated grammar lessons and reflective journals. The findings show that participants’ knowledge of grammar and grammar teaching after the grammar course improved compared with their knowledge from before taking the course. Statistically significant differences in the scores of the pre- and post- tests, and in those of self-evaluation were revealed about their grammar teaching knowledge. Respondents also reported that the grammar course was beneficial in raising their consciousness of grammar teaching, and for improved planning, interactive, and evaluative decision-making in their grammar lessons. Specifically, they expressed that they had become better aware of the techniques for teaching grammar in the primary classrooms, and that they thought it more effective to use the inductive method in meaningful contexts, generating learners’ motivation and interests, as well as integrating grammar with the four language skills and vocabulary or pronunciation. Notably, respondents realized that the grammar course was valuable for developing confidence in teaching grammar in the primary English class.