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EFL 고등학생들의 영어학습 동기 변화: 동기, 탈동기, 재동기

Changes in English learning motivation of high school students: Motivation, demotivation, and remotivation

김경자
한국영어교육학회 (Korea Association Of Teachers Of English)|2019.12|영어교육 (English Teaching)|제74권 제4호|pp. 249-270

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참고문헌

키워드

motivationdemotivation탈동기remotivation영어학습 동기 변화. 동기재동기회고적 관점L2 motivational changesretrospective perspective
주제분류영어와문학

초록

The purpose of this study was to investigate patterns of English learning motivation that changed in high school students from their elementary to junior high and senior high schools from a retrospective perspective. It further examined factors affecting motivation, demotivation, and remotivation. Participants charted progressions and regressions of their English learning motivation. They then took part in semi-structured interviews. Results of the study revealed that the students had the highest motivation in their elementary school years. They showed gradual declines as learning time progressed, showing the lowest motivation in their high school years. Motivation factors included teaching methods, curiosity and interest in English classes, and incentives and praise for learning achievements, while textbooks, curriculum, learning failure experiences, and pressure on grades were demotivating factors. Improvements in test scores and English study skills, experiences of success in English learning, and awareness of the importance of learning English remotivated these students. Identified motivation, demotivation, and remotivation factors differed depending on students’ English proficiency.

Abstract

The purpose of this study was to investigate patterns of English learning motivation that changed in high school students from their elementary to junior high and senior high schools from a retrospective perspective. It further examined factors affecting motivation, demotivation, and remotivation. Participants charted progressions and regressions of their English learning motivation. They then took part in semi-structured interviews. Results of the study revealed that the students had the highest motivation in their elementary school years. They showed gradual declines as learning time progressed, showing the lowest motivation in their high school years. Motivation factors included teaching methods, curiosity and interest in English classes, and incentives and praise for learning achievements, while textbooks, curriculum, learning failure experiences, and pressure on grades were demotivating factors. Improvements in test scores and English study skills, experiences of success in English learning, and awareness of the importance of learning English remotivated these students. Identified motivation, demotivation, and remotivation factors differed depending on students’ English proficiency.

참고문헌 (34)

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