사전 과업 계획 방식의 차이가 영어 말하기 수행능력에 미치는 영향 탐색—임용 목적의 면접 평가 연습 상황에서 협력적 방식을 중심으로

초록

This study examined whether pre-service teachers' achievements in analytic areas differed across two types of pre-task planning activities (individual and collaborative) on English interview tests for secondary teacher selection. Further, the researchers explored the contents discussed during the collaborative pre-task planning and the students' perceptions of the pre-task planning. Fifteen pre-service teachers participated in the study and did two mock English interviews, each of which measured their oral responses to educational issues with reference to a 30-point analytic scale. Using descriptive statistics, a survey, and interview analyses, the researchers found the following results. First, the average score on organization, that is, cohesion and coherence, was slightly higher on the individual pre-task planning than on the collaborative planning. Second, the teachers tended to focus on task comprehension and idea development, talking relatively less about language use during the collaborative pre-planning process. Further, students reported in the survey that, while collaborative planning helped them share a wide variety of ideas about content, individual planning was more effective when working on organization, discourse structure, and language use.

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