earticle

영어

Motivated by input, interaction, and output hypotheses, it was assumed that ‘teaching English through English’ (TETE) could be one way of ameliorating current teaching and learning practices. However, most perception and attitude oriented studies from diverse teaching contexts report mixed results lacking actual linguistic development of language learners. In addition, little attention is paid to how pre and in-service teachers perceive and acquire the language from TETE. To fill the gap between the previous studies and the reality, this study was conducted to better understand pre and in-service teachers’ language acquisition processes and products. To reach a valid conclusion, multiple sources of data, interviews, diaries, classroom observations, a survey, and other relevant documents were used. In spite of the participants' unanimous agreement on the need to implement TETE, they did not show any linguistic development in terms of accuracy, fluency, and complexity. It was concluded that selected learners’ locally shared values, age, and social status hampered both the processes and products of language learning. It is argued that before implementing a specific method, factors affecting learning from localized contexts should be a primary concern because they tend to have been taken for granted.