초등학교 아동들의 학년별/지역별 영어 학습 동기 분석
An analysis of primary school students’ English learning motivation based on their grade levels and regions.
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Abstract
This study intended to investigate primary school students’ English learning motivation and its predictors in regard to their grade levels and the regions where they live. The research drew upon the constructs of motivation (intrinsic and extrinsic components) in order to examine students’ motivational intensity and its predicting factors and to test whether or not the results are different by grades and regions. For these purposes, students (N=874) from grade 3 to 6 were surveyed on English learning motivation. These students were from four different primary schools in three separate regions (a large city, a medium city, and a small town). Data collected were subject to chi-square test and multiple regression analyses. In the results, lower grade students revealed greater motivational intensity than that of upper grade students in all three regions. In the regression analysis, intrinsic components such as interest in English and self-confidence were generally found to be more powerful influences on motivational intensity than external components in every region and grade. However, upper grade students and students in a larger city were found to be more sensitive to extrinsic components such as integration, goal achievement, and instrumental orientation. In the answers to an open-ended question, the response “English is getting harder year by year” was found to be the most demotivating factor for English studying. Teaching implications were discussed based on the findings.
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