한국형 성인 우수영어학습자 학습자특성에 관한 사례연구
A case study of adult good language learners’ characteristics in the context of Korea
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This study aims to understand successful EFL learners in the context of Korea, their past and present perspectives and behavior related to English learning. To achieve this aim, this study employed qualitative approach, a case study of 11 Korean learners of English who attained highly advanced English proficiency by studying English primarily in Korea. Two specific research questions were proposed:1) What do good language learners (GLLs) experience on the course of English learning from the time of starting English study until the matriculation at a university? 2) What do GLLs share with one another when it comes to English language learning experiences? In-depth interviews were conducted with the participants and their data were transcribed and theme-coded. The analysis revealed that GLLs exceeded English proficiency level required in the national College Scholastic Ability Test (CSAT) early in their middle school period, although their speaking ability was relatively lower than other skills. It was also found that their affective aspects such as growth mindset, autonomy, self-confidence, internalization of social values, and grit played important roles in their outstanding English achievement. Further implications for language learners in the Korean context were provided in terms of language pedagogy and assessment.
Abstract
This study aims to understand successful EFL learners in the context of Korea, their past and present perspectives and behavior related to English learning. To achieve this aim, this study employed qualitative approach, a case study of 11 Korean learners of English who attained highly advanced English proficiency by studying English primarily in Korea. Two specific research questions were proposed:1) What do good language learners (GLLs) experience on the course of English learning from the time of starting English study until the matriculation at a university? 2) What do GLLs share with one another when it comes to English language learning experiences? In-depth interviews were conducted with the participants and their data were transcribed and theme-coded. The analysis revealed that GLLs exceeded English proficiency level required in the national College Scholastic Ability Test (CSAT) early in their middle school period, although their speaking ability was relatively lower than other skills. It was also found that their affective aspects such as growth mindset, autonomy, self-confidence, internalization of social values, and grit played important roles in their outstanding English achievement. Further implications for language learners in the Korean context were provided in terms of language pedagogy and assessment.
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