Earticle

초록

영어

The purpose of this study is to examine if there is a difference in learners’ academic achievement (test areas: short sentence listening, long paragraphs listening, vocabulary and grammar, and reading) between NEST classes and non-NEST classes of college test-based English courses. The pre- and post-TOEIC scores of 493 college students taught by 13 NESTs and 429 students taught by 5 non-NESTs were analysed according to learners’ English levels (above 800, in the 700s, in the 600s, in the 500s, in the 400s, below 300) and their fields (engineering, humanities, social sciences, commerce and economics, laws). The results of the analysis showed that vocabulary and grammar proficiency in high-level non-NESTs’ classes, reading ability in low-level NESTs’ classes, and short sentence listening ability in NSETs’ commerce and economics classes statistically improved. No differences in other areas were found. The overall results of the study imply that both NESTs and non-NESTs could be equally successful in test-based courses regardless of levels and majors although more positive effects were obtained in terms of high-level learners’ achievement in vocabulary and grammar areas taught by NESTs and low-level learners’ achievement in reading areas taught by non-NESTs. Some pedagogical and research implications are suggested.

목차

I. 서론
 II. 이론적 배경 및 선행연구
 III. 연구 방법
  1. 연구대상 및 절차
  2. 자료 분석
  3. 제한점
 IV. 연구 결과
  1. 원어민과 비원어민 수업이 학습자의 영어수준에 따라 미치는 영향
  2. 원어민과 비원어민 수업이 학습자의 전공에 따라 미치는 영향
 V. 결론 및 제언
 인용문헌
 Abstract

키워드

저자

• 주미란 [ Meeran Joo | 단국대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820