초록 열기/닫기 버튼
The purpose of the present study is to examine the perceptions of lower-level highschool students and English teachers on level-differentiated English classes at highschools. To this end, 313 10th grade students at three high schools in Busan and 21English teachers were surveyed. In addition to the questionnaire, 17 of the teacherswere also asked to take part in the written interviews in order to more deeplyinvestigate how they would perceive level-differentiated English classes. The findingsshowed that the majority of students and teachers were somewhat satisfied with theirlevel-differentiated English classes in that they individualized teaching could be given toeach student based on their individual proficiency levels and thus help them to improvetheir academic achievement. At the same time, however, the teachers were worriedabout the possibility of heightening students’ inferiority complex and creating a sense ofincongruity through level-differentiated classes. Furthermore, the teachers pointed out thatthe tests periodically taken in school did not fully reflect what students were taught inlevel-based English classes, which could deter students' motivation to study harder. Pedagogical implications are discussed.
키워드열기/닫기 버튼
level-differentiated English class, students' perception, teacher's perception
