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한국 대학생들의 영어 학습 동기 및 탈동기 요인: 영어학습의향, 영어선호도, 영어성취도에 따라

Korean university students’ motivational and demotivational factors in learning English: Focusing on English learning intention, English preference, and English achievement

김태영|김정현
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2019.03|영어교육연구 (English Language Teaching)|제31권 제1호|pp. 43-66|DOI 10.17936/pkelt.2019.31.1.003

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키워드

demotivation탈동기English learning motivation제2언어 동기적 자아체계자기결정성이론competitive motivationSelf-determination Theory경쟁 동기L2 motivational self-system영어 학습 동기
주제분류영어와문학

초록

This study investigates the differences in English learning motivational and demotivational factors according to learners’ intentions to participate in learning activities, English preference, and English achievement. For this purpose, a survey was conducted with 521 students at a university in Seoul. L2 motivation self-system, Self-Determination Theory subtype of motivation, and competitive motivation were used as motivational factors. As a result of comparing motivational and demotivational factors in learning English according to intention and preference, most of the motivational factors showed differences between groups, and the students with the higher level of intention and preference, in general, had the higher level of motivation in most factors. The result of comparing motivational and demotivational factors in learning English by classifying groups according to achievement level, factors of intrinsic motivation and ought-to L2 self showed differences. Many demotivational factors showed differences between groups classified by intention, preference, and achievement level, but negative attitudes towards English and the compulsory nature of English learning were the common factors showing differences between groups. This study found that the clear differences in motivational and demotivational factors existed among university students. These findings indicate that we need to consider students’ individual differences and characteristics, set proper goals, and adjust English lesson plans or curriculum considering these learner factors.

Abstract

This study investigates the differences in English learning motivational and demotivational factors according to learners’ intentions to participate in learning activities, English preference, and English achievement. For this purpose, a survey was conducted with 521 students at a university in Seoul. L2 motivation self-system, Self-Determination Theory subtype of motivation, and competitive motivation were used as motivational factors. As a result of comparing motivational and demotivational factors in learning English according to intention and preference, most of the motivational factors showed differences between groups, and the students with the higher level of intention and preference, in general, had the higher level of motivation in most factors. The result of comparing motivational and demotivational factors in learning English by classifying groups according to achievement level, factors of intrinsic motivation and ought-to L2 self showed differences. Many demotivational factors showed differences between groups classified by intention, preference, and achievement level, but negative attitudes towards English and the compulsory nature of English learning were the common factors showing differences between groups. This study found that the clear differences in motivational and demotivational factors existed among university students. These findings indicate that we need to consider students’ individual differences and characteristics, set proper goals, and adjust English lesson plans or curriculum considering these learner factors.

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