장기적 집중 영어교육 프로그램 수행이 대학생들의 프로그램에 대한 지각 및 학습 성향과 학습성과에 미치는 영향

• 영문명: The effects of a long-term intensive English program on college students' perceptions of the program, language learning styles and strategies, and English improvement
• 발행기관: 한국외국어교육학회
• 저자명: 송희심(Song, Heshim)
• 간행물 정보: 『Foreign Languages Education』Vol.21 No.1, 59~81쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.03.31

영문 초록

The purpose of this study was two-fold: to evaluate the effectiveness of an English program under a practical curriculum for English majors in college and to investigate the relationships among students' perceptions of the program, language learning styles and strategies, perceived and actual improvement in English, and their satisfaction with the program. To this end, the study followed the changes in college students' perceptions of the program and their learning of English for four semesters from their freshman to sophomore years. Questionnaires were administered four times to measure and trace the students' perceived utility of the program, affective attitude, use of language learning styles and strategies, perceived and actual improvement in English, and satisfaction with the program. The results showed a statistically significant increase every semester in actual improvement in the students' TOEIC scores. Compared to their high expectations for improvement, the students' perceived improvement was shown to be the lowest at the end of the first semester, after which it got slowly higher each semester during the 2-year period. However, their overall satisfaction with the program got lower each semester. Native speaker instructors and interactive activities in class were found to positively affect the students' perceptions of program utility and affective attitude, which, in turn, significantly affect the students' use of language learning styles and strategies.

목차

Abstract

Ⅰ. 서론

Ⅱ. 선행연구

Ⅲ. 영어교육과정과 프로그램 개설 및 운영 내용

Ⅳ. 연구방법

Ⅴ. 분석 결과 및 토의

Ⅵ. 결론

참고문헌

부록

키워드

영어프로그램 평가 학습자 만족도 언어 학습 전략 언어 학습 스타일 정의적 요소 English program evaluation learner satisfaction language learning strategy language learning style affective factors