초록

This study aims to explore teachers’ and learners’ perceptions of lesson introduction in elementary English classrooms. Fifty teachers and 184 students were surveyed, and five teachers and eight students were interviewed. The findings are as follows: First, teachers and students considered the introduction stage important and necessary. Both also agreed that approximately 5 minutes was appropriate for an introduction and that the native language could be flexibly used even in lessons primarily taught in English. Second, teachers perceived lesson introduction in English classrooms should differ from those of other subjects because language skills and communication are more important than linguistic knowledge in English. Third, teachers responded they planned and implemented motivational activities in the introduction stage in every lesson, but using diverse activities was relatively difficult depending on the lessons. Teachers also reported difficulty in motivational activities because of students’ low motivation, lack of materials and information, and less focus on the introduction stage than on the development stage. Lastly, whereas students most preferred games to promote their learning and interest, teachers experienced burden from using games at the start of the lesson. It was suggested that the introduction stage should be employed appropriately considering cognitive and affective aspects, student needs, and teaching and learning contexts. Further important implications regarding implementing the introduction stage effectively in English lessons were discussed.

키워드

lesson introduction, introduction stage, motivational activity, elementary English, English teacher education

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