The status of EFL education in Korean public elementary schools [electronic resource] : from some teachers' perspective / Dong-Hoon Lee

Lee, Dong-Hoon
Bib ID
vtls000628877
稽核項
xvi, 312 p. : ill
電子版
附註項
數位化論文典藏聯盟
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$a The status of EFL education in Korean public elementary schools $h [electronic resource] : $b from some teachers' perspective / $c Dong-Hoon Lee
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$a xvi, 312 p. : $b ill
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$a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1280.
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$a Adviser:  Keiko K. Samimy.
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$a Thesis (Ph.D.)--The Ohio State University, 2002.
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$a Includes bibliographical references (leaves 281-294).
520
$a This study is guided by six sets of open-ended research questions regarding EFL education in Korean public elementary schools. Three sets of questions focused on the curriculum, and another three sets focused on teacher development.
520
$a The study participants were 54 Korean teachers of EFL. The methodology of the study consisted of four parts: a "standardized open-ended survey" (SOS), in-person interviews, interviews via email correspondence, and a document search. The survey questions were open-ended to allow the respondents maximum freedom in their range of responses. Following the survey part of the study, some of the study participants who agreed to do so were interviewed in person or, at their preference, interviewed through email correspondence. In addition, documents pertinent to the study were also collected and studied.
520
$a The study indicated that, while EFL education in Korean public elementary schools has great potential for success, it has a number of problematic areas that need to be addressed, including the following issues: an unclear vision of the curriculum; a widening of the gap in academic success between the richer and the poorer students; indications of linguistic imperialism; a lack of specialized training for the EFL teachers; prevalence of teachers' misconceptions about foreign language education.
520
$a Based on the themes that emerged in the study, recommendations were made, including the following areas: curricular reforms that emphasize a coherent long-term vision; co-development of the curriculum by policy makers, teachers, and the public; a truly communication-centered EFL curriculum that balances linguistic functions and forms; improving the training of the EFL teachers; greater cooperation/coordination within and between elementary schools and universities.
520
$a In summary, in addition to searching for ways to improve the EFL education in Korean elementary schools, by listening to, recording, and disseminating the voices of Korean teachers of EFL, this study attempted to give some of them overdue recognition for their professional contributions as individual human beings.
591
$a 數位化論文典藏聯盟 $b PQDT $c 淡江大學(2005)
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$a Education, Elementary $z Korea
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$a The Ohio State University.
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摘要
This study is guided by six sets of open-ended research questions regarding EFL education in Korean public elementary schools. Three sets of questions focused on the curriculum, and another three sets focused on teacher development.
The study participants were 54 Korean teachers of EFL. The methodology of the study consisted of four parts: a "standardized open-ended survey" (SOS), in-person interviews, interviews via email correspondence, and a document search. The survey questions were open-ended to allow the respondents maximum freedom in their range of responses. Following the survey part of the study, some of the study participants who agreed to do so were interviewed in person or, at their preference, interviewed through email correspondence. In addition, documents pertinent to the study were also collected and studied.
The study indicated that, while EFL education in Korean public elementary schools has great potential for success, it has a number of problematic areas that need to be addressed, including the following issues: an unclear vision of the curriculum; a widening of the gap in academic success between the richer and the poorer students; indications of linguistic imperialism; a lack of specialized training for the EFL teachers; prevalence of teachers' misconceptions about foreign language education.
Based on the themes that emerged in the study, recommendations were made, including the following areas: curricular reforms that emphasize a coherent long-term vision; co-development of the curriculum by policy makers, teachers, and the public; a truly communication-centered EFL curriculum that balances linguistic functions and forms; improving the training of the EFL teachers; greater cooperation/coordination within and between elementary schools and universities.
In summary, in addition to searching for ways to improve the EFL education in Korean elementary schools, by listening to, recording, and disseminating the voices of Korean teachers of EFL, this study attempted to give some of them overdue recognition for their professional contributions as individual human beings.
附註
Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1280.
Adviser: Keiko K. Samimy.
Thesis (Ph.D.)--The Ohio State University, 2002.
Includes bibliographical references (leaves 281-294).
數位化論文典藏聯盟
合著者
ISBN/ISSN
0493634541