Earticle

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This paper investigated what types of classroom practices were being used in reading classes with native English speaking teachers. With the issues of NESTs' quality of teaching and lack of experience teaching reading over conversational English, understanding what went on in the actual classroom was urgently needed. Seven NESTs' classrooms were observed for teaching practices and were analyzed for their productivity. Findings covered: 1) meaning-oriented discussion; 2) accuracy over fluency; 3) no comprehension check as failed literacy pedagogical content knowledge; 4) activities without clear linguistic goals. It was found that while NESTs provided rich meaning-oriented discussion, they lacked their monitoring of students' comprehension and did not design class activities with strong linguistic goals. They tended to concentrate on accuracy over fluent reading. Based on these findings, the educational implications for NEST training and model classroom practices were suggested. (Woosong University)

목차

Abstract
 1. Introduction
 2. Literature Review
  2.1. NESTs in Korean educational contexts
  2.2. LPCK (Language/literacy Pedagogical Content Knowledge)
 3. Methodology
  3.1. Contexts and participants
  3.2. Data collection and analysis
 4. Findings
  4.1. Meaning-oriented discussion
  4.2. Accuracy over fluency
  4.3. No comprehension check as failed LPCK
  4.4. Activities without clear linguistic goals
 5. Conclusion
  5.1. Implications
  5.2. Summary and conclusion
 References

키워드

원어민 영어교사 원어민의 읽기 교육 방법 대학영어 읽기 수업 영어읽기 교수법 의미중심 논의 정확성과 유창성 NESTs (Native English Speaking Teachers) teaching reading of NESTs university reading class teaching practices of English reading weaning-oriented discussion accuracy and fluency

저자

• Seonmin Huh [ Woosong University ] first author
• Jee Eun Lee [ Woosong University ] corresponding author.

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