Earticle

초록

영어

The purpose of this study is to examine and analyze the social representation of English test, English score, English teacher and English class among Korean elementary school students. A total of 497 elementary school students (male=251, female=246) completed an open-ended questionnaire developed by Park (2010). The results are as follows. First, as for the social representation of English test, majority listed Easy, followed by Dislike, English study and Difficulty. Whereas majority of students who marked highest and high scores listed Easy, many of the students who scored mid-to-low scores listed Dislike. Second, as for English score, majority listed Good (61.5%), followed by Burdened and Average. Third, as for English teacher, Like listed the highest, followed by Dislike, Teach, Average, and English class. Majority of female students and students with highest scores responded Like, whereas majority of male and students with mid-to-low scores listed Dislike, Fourth, as for the social representation of English class, Interesting listed the highest followed by Diverse teaching method, Like and Boring, Majority of students with the highest scores responded Interesting, whereas majority of students with mid-to-low scores listed Dislike.

목차

Abstract
 Ⅰ. Introduction
 Ⅱ. Theoretical Background
  1. The Theoretical Background for an Elementary Education
  2. English Language Education in Elementary School
 Ⅲ. Research Method
  1. Participants and measurements
  2. Method
 Ⅳ. The Results
 Ⅴ. Discussion and Conclusion
 References

키워드

저자

• Eunsil Park [ Inha University, Korea ]
• Youngshin Park [ Inha University, Korea ]
• Jihyeon An [ Inha University, Korea ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  다문화와 교육 [Journal of Multiculture and Education]

• 간기

  계간

• pISSN

  2508-271X

• 수록기간

  2016~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 331 DDC 301