영어 학습자의 탈동기 요인 연구: S대학의 영어회화 수업 사례를 중심으로
A Study of Demotivation Factors in English Conversation Classes: A Case Study of S University
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초록
This paper aims at examining how much of the demotivation factors can be improved after an English program consisting of English conversation classes of different levels and counseling activities. These classes are designed in order to prevent demotivation and to encourage remotivation, adopting the results of previous researches. For this research, a questionnaire consisting of four factors is administered: student, teacher, teaching method, environment. The results show that student factor is the primary source in L2 demotivation regardless of students’ levels, and teacher factor is least influential across the levels. On the other hand, teaching method factor is progressed most effectively in this program. In the proficient levels, high level has the most meaningful differences, and both middle and low levels show effective differences in teaching method factor and student factor respectively. According to the 306 sheets of counseling diaries, students have various characteristics and reasons for the program, and overall they attribute the rise of self-confidence to the program.
Abstract
This paper aims at examining how much of the demotivation factors can be improved after an English program consisting of English conversation classes of different levels and counseling activities. These classes are designed in order to prevent demotivation and to encourage remotivation, adopting the results of previous researches. For this research, a questionnaire consisting of four factors is administered: student, teacher, teaching method, environment. The results show that student factor is the primary source in L2 demotivation regardless of students’ levels, and teacher factor is least influential across the levels. On the other hand, teaching method factor is progressed most effectively in this program. In the proficient levels, high level has the most meaningful differences, and both middle and low levels show effective differences in teaching method factor and student factor respectively. According to the 306 sheets of counseling diaries, students have various characteristics and reasons for the program, and overall they attribute the rise of self-confidence to the program.
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