The benefit of language play for language learning is not recognized in English education. Based on the idea that teachers’ perception of teaching and learning affects their teaching practices, this study sought to examine teachers’ perception of language play in the English classroom. The specific purposes of the study were to discover commonalities and differences in elementary teachers’ and pre-service teachers’ perception of language play and to provide suggestions for including language play in teacher education and classroom instruction. Separate group interviews were conducted with 7 in-service and 9 pre-service teachers at the elementary level, in which the participants shared their responses to 3 language play texts that highlight rhyme, rhythm, and nonsense compound words. The topical analysis of the data revealed that both the teachers and pre-service teachers focused on understanding the words in the texts and did not recognize their playful aspects. However, the in-service teachers interpreted the texts more actively than the pre-service teachers and shared ideas for using language play texts in the English classroom. Based on the findings, the paper emphasizes that pre-service English teacher education needs to include language play as one of curricular contents, which should continue into teacher education.

I. 서론
II. 이론적 배경 및 선행 연구
    1. 언어유희의 정의와 특성
    2. 언어습득에서 언어유희의 역할
    3. 초등 영어교육에서 언어유희의 위치
III. 연구 방법
    1. 연구 참여자 및 자료수집
    2. 언어유희 텍스트
IV. 결과 및 논의
    1. 초등 교사와 예비교사의 언어유희 텍스트에 대한 인식의 공통점
    2. 초등 교사와 예비교사의 언어유희 텍스트에 대한 인식의 차이점
V. 결론 및 제언
참고문헌

• 조현희(대구교육대학교 영어교육과) | Cho Hyunhee