한국 대학 신입생들의 대학 입학전 영어 학습경험과 영어 학습 탈동기화 현상

• 영문명: An Analysis of Korean EFL First-year Students‘ Prior English Learning Experiences and Their Demotivation Factors.
• 발행기관: 현대문법학회
• 저자명: 정미애(Mie Ae Jung) 김남희(Nam Hee Kim)
• 간행물 정보: 『현대문법연구』제91호, 215~237쪽, 전체 23쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2016.12.01

영문 초록

The purpose of this study is to explore the factors that cause EFL freshman students’ demotivation while learning English in their high school days. Two hundred twenty four freshmen participated in this study. The demotivation questionnaire was administered. The analysis results showed that the most affective factor causing demotivation of English learning was teaching methods which were mainly given for the college entrance examination. In addition, a grammar-centered lesson was the second most influential demotivational factor. Memorizing vocabularies, phrases, and sentences was also reported as the third most affective demotivational factor. The overall and vocabulary score was negatively correlated with factor 1 (test score, lesson pace, self-regulated learning ability, sentence difficulty, understanding of teachers explanation), factor 5 (learning load, low endurance of uncertainty), and factor 6 (memorization ability, regulation of English learning purpose, chance to communicate). Reading scores were negatively correlated with factor 1 and factor 6, while listening scores were correlated with factor 1. Some educational implications were suggested to design English courses to remotivate students English learning.

목차

1. 서론

2. 선행연구

3. 연구방법

4. 연구 결과

5. 결론 및 제언

참고문헌

키워드

동기 탈동기 영어 학습 외적인 요인 맥락적 요인 교사 요인 motivation demotivation English language learning external factors contextual factor teacher factor