Teacher-learners’ Beliefs about Proficiency Goals and Teaching Methods for Korean Secondary English Education

This study aims to explore English teacher-learners’ beliefs about proficiency goals for Korean secondary English education and their intended teaching methods to accomplish the goals. In a qualitative format, with a questionnaire and a question guide, 20 students in a graduate school of education were intervirewed. The interviews were recorded, transcribed, and analyzed for underlying patterns. Finalized patterns underlying the teacher-learners’ goal beliefs and teaching methods are (1) prevalent study perspectives, not use perspectives in identifying the proficiency goals; (2) prioritizing explicit grammar knowledge in proficiency building; (3) preference for a teaching-centered English class regardless of teaching methods; and (4) teacher qualities identified more with text/grammar analysis skills than with English skills. Pro usage and pro teaching are identified as overarching themes in contrast to the prevalent pro use and pro communication of the communicative language teaching principles. The teacher-learners’ lack of consideration of students’ actual English practice/use is noted as well. Based on the findings, the study suggests secondary English curriculum restructuring with consideration of the future teacher candidates’ negative reaction to the current pro-communication policies. Reinforcing English language training for teacher-learners in teacher education programs is also suggested.