Study On Patterns Of Collaborative Teaching With Native Teacher

Collaborative teaching in which an L1 teacher cooperates with a native teacher of the target language has been currently implemented in more and more Korean classrooms. This study aims to analyze the effects of collaborative teaching and eventually suggest the directions for teachers to take so as to improve the collaborative teaching by researching learners'opinions on it and finding problems. For this study, I implemented the collaborative teaching in my school with a native speaker of Chinese for one year and compared the students'average scores of listening and speaking tests with those of the students of other two schools in Ulsan, Korea who had not been provided collaborative lessons. Next, I analyzed cognitive effects of the collaborative lessons on my students. Additionally, after delving into the learners'awareness of the collaborative lessons, I analyzed the survey results in terms of frequency.The results from this study are the followings:(1)Collaborative lessons are very helpful for learning Chinese. Most of the learners positively responded to the lessons presented with a native teacher. Students stated that meeting a native speaker during class encouraged them to have more interests in Chinese and helped to learn pronunciation, listening, and speaking.(2)In addition to on pronunciation, speaking and listening skills and cultural awareness, collaborative lessons have positive effects on affective aspects of Chinese learning such as encouraging motivation and interests, lowering anxiety about speaking and increasing confidence. Considering that linguistic fluency can be enhanced not only by linguistic knowledge but also by emotional stability and confidence, utilizing a native teacher is quite significant in non-linguistic aspects as well as in linguistic aspects.(3)Learners prefer joint teaching. Yet, students would like the native teacher to take a larger portion of the instruction time as they have only one class hour per week with the native teacher. Students preferred instruction led by a native speaker for pronunciation, reading, speaking and listening. They preferred joint teaching in cultural understanding. The students showed preference for L1 teacher instruction for grammar and writing. To satisfy learners'needs, collaborative teachers should decide on their own roles through close discussions before implementing each lesson. Collaborative teachers should plan their lessons depending on the targeted skills and learning aims and contents.(4)The learners surveyed currently feel that a native teacher is highly demanded for Chineses learning in Korean classrooms and 56.7 percent of them answered that they would like'native teacher-only instruction. This shows an implication that more native teachers will be needed.(5)Overall, collaborative teaching gives learners a positive view on Chinese learning. Learners can learn Chinese in collaborative lessons with more interests and ease than they do only with a L1 teacher. Above all, collaborative teaching helps to develop learners'communicative competence by providing learners with opportunities to talk to a native speaker in person.(6)I selected my school as an experimental group and two neighboring schools as controlled groups. The former group was given collaborative lessons, while the latter groups weren't. After comparing the results of listening and speaking tests between the groups, I found the average scores of the experimental group were slightly higher than those of the controlled groups both in listening and speaking tests. This indicates that collaborative teaching was more effective in improving listening and speaking skills than L1 teacher-only lesson.Since China took the open-door policy in the 1970s, it has swiftly become one of the economically powerful countries in the world. Chinese is believed to be an essential skill that should be developed in the age of globalization. In the current flow, it is worth noting collaborative teaching as an alternative in Chinese education. Collaborative lessons are very meaningful in that they can provide more chances for learners to talk with a native speaker in CFL(Chinese as a Foreign Language) setting as in Korea. In addition, they are also useful for teachers because they are able to improve their teaching methods and have opportunities to practice their Chinese. For these reasons, collaborative teaching is beginning to get more attention and most people seem to agree to its necessity and positive effects on learners. If collaborative teaching is implemented in more schools, learners will be able to improve their listening and speaking with more interests. Students will also understand Chinese culture through classroom experiences with a native teacher.