Insights into Korean Students' Sense of Self-Identity Regarding the Study of English in Korea
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Abstract
This article describes a study examining the relationship between the social pressures in Korea to learn American English and the learners’ sense of self-identity. The aim of the investigation was to determine possible influences on student attitudes that may be detrimental to successful language acquisition, as well as provide pedagogical recommendations to teachers of English in Korea. Data from a survey developed to assess Korean students’ attitudes toward learning English were collected from 450 Korean students. Results provide English teachers of Korean students with information that could assist them to better understand the interconnectedness between language and identity, and ultimately enable these teachers to cope with some of the common classroom situations they face.
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