English has been considered an important subject and it has been given more room in the curriculum since it first appeared on the elementary curriculum in 1997. This has led various kinds of English teachers into schools including full-charge English conversation instructors. This study aims to reveal diverse elementary English teachers' beliefs and opinions about English education and to figure out the changes in the past ten years. The following three research questions are formulated for the study. Are there any difference in their beliefs and opinions among elementary teachers, English conversation instructors and native English instructors? What are the differences between the teachers with full-charge teaching experience in English and the ones with no full-charge experience? What significant changes have occurred during the period between Kim(2007) and the present study(2015)? The participants in the study include 128 elementary teachers (93 with experience in full-charge English teaching 93, 35 with no experience in full-charge), 50 English conversation instructors, and 62 native English instructors. The study uses a Korean-version of the same measurement in Reber(2001), Kim(2007), and Yang(2007). To compare three different groups of elementary teachers, English conversation instructors and native English instructors, descriptive statistic analysis and one-way ANOVA were conducted. T test was also performed to compare the recognition between full-charge English teachers and homeroom teachers and also to figure out the changes in the past ten years between Kim(2007) and the present study. The results and findings are summarized in three parts. Firstly, the results of their beliefs show that native English instructors seem not to fully understand elementary English curriculum and tend to prefer to teach grammatical rules with deductive methods. It is necessary to provide English training programs for native English instructors who did not learn Pedagogy or linguistics. Considering that creative experiential activities and after-school programs partly come into force, it should be avoided for pooly qualified native English instructors to participate in teaching by themselves. Furthermore, national support for diverse research activities and training activities will be needed to narrow the different views on English education among elementary teachers, English conversation instructors and native English instructors. Secondly, on analysis of the different views on English education between elementary class teachers and English subject only teachers, it is found that full-charge English teachers not only use much more English and encourage students to use English a lot more than elementary class teachers do, but also reduce the anxiety of learners through small group activities and make good use of them. Consequently, English subject only teaching can be useful to understand English education and increase expertise in teaching English. Thirdly, comparative analyses are done in order to figure out any meaningful changes about the awareness and the attitude of English education between the previous study(by Iksang Kim, 2007) and that of present elementary teachers, and the results are as follows: in terms of understanding language learning theory, making full use of communicative language teaching, implementing learner-centered education, appreciating the importance of culture education and estimating based on diverse ways and situation, very meaningful and positive changes occurred to elementary teachers both in 2007 and in 2015. However, this study has a limit in that the objects of this study are teachers who live only in Jeju Province. Therefore, nationwide study on elementary teachers’ beliefs and attitude of English education would be more meaningful and provide more beneficial implications for English education. ，韩语论文范文，韩语毕业论文 |
