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Acknowledgements
Abstract
목차
I. INTRODUCTION 11
II. LITERATURE REVIEW 14
1. Roles of Mother Tongue 14
2. Native English Speaking Teachers vs. Non-native English Speaking Teachers 16
3. Previous Studies of TETE in Korea 18
1) Preschools 18
2) Primary Schools 18
3) Middle Schools 20
4) High Schools 23
5) Universities 26
III. METHOD 29
1. Subjects 29
2. Materials 31
1) Student Questionnaire 31
2) Students’ School Records 31
3) Classroom Observation 33
4) Data Collection and Analysis 33
IV. RESULTS 36
1. Questionnaire Reliability 36
2. Factor Analysis of the Students’ Perceptions of TETE 36
3. Correlations Between English Achievement and Perceptions of TETE 38
4. Reasons of Students’ Preference 40
5. Middle and High School Students’ Preference of Korean vs. English 42
6. Low and High Students’ Preference of Korean vs. English 45
7. Other Responses 48
8. Interview and Observation in Middle School 49
1) Interview with Middle School Students 49
2) Observation of Middle School Class 51
9. Interview and Observation in High School 53
1) Interview with High School Students 53
2) Observation of High School Class 53
V. DISCUSSION 56
VI. CONCLUSION 61
REFERENCES 63
APPENDIX A 68
APPENDIX B 73
초록 79
VITA 80
TABLE 1: Factor Analysis of the Students’ Perceptions of TETE 36
TABLE 2: Factor Loading of the Students’ Perceptions of TETE 37
TABLE 3: Correlations Between 7th Graders?English Achievement and Their Perceptions of TETE 39
TABLE 4: Independent Samples T-test of English Achievement and Perceptions of TETE 40
TABLE 5: Reasons Why Students Like the TETE Class 41
TABLE 6: Reasons Why Students Do Not Like the TETE Class 42
TABLE 7: Middle School Students’ Preference of Korean vs. English 43
TABLE 8: High School Students’ Preference of Korean vs. English 44
TABLE 9: Middle School Low and High Achievement Students?Preference of Korean vs. English 46
TABLE 10: High School Low and High Achievement Students?Preference of Korean vs. English 47
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