Coping With Mixed Proficiency Levels

• 영문명: Voices From L2 Classrooms
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Lama Nassif Eun Sung Park
• 간행물 정보: 『영어교육연구』제21권 4호, 99~128쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.12.30

영문 초록

Having multilevel students in second of foreign language classes is a dilemma that most L2 teachers and practitioners face However, even a quick sift through the L2 teaching literature reveals a paucity of research on multilevel classes despite the widespread problem which persists in language classrooms around the world In an attempt to gain practical insights on how L2 teachers cope with mixed Level classes on a regular basis, this study examined the various techniques that teachers typically employ in catering to multilevel classes Data were collected via multiple means including questionnaires, classroom observations, and interviews, and from multiple sources including L2 teachers, students, and program heads Classroom observations were conducted based on Wajnryb's (1992) learner level observation model The results revealed that all the teachers surveyed varied their techniques in response to having multilevel students in their classes The most popular techniques included experimenting with different pairing and grouping arrangements, and adjusting the complexity of language for different levels, among others Insights gleaned from qualitative data are presented with pedagogical implications for coping with multilevel students in the L2 classroom

키워드

multilevel classes mixed proficiency teacher techniques classroom-based study