초등학생 영어 성취도에 영향을 미치는 요인분석연구
Factors Affecting English Achievement of Korean Elementary School Students
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The purpose of this study is to investigate the relationship between the achievement level of young learners of English as a foreign language and factors, such as language learning intelligence, learning styles, learning strategies, and the starting age of learning English. The sample group for this study consisted of 684 EFL learners from four elementary schools located in Seoul and Kyung-ki Province. A background questionnaire, a language learning intelligence questionnaire, a learning style questionnaire, and a strategies inventory of language learning (SILL) were used to collect data. The collected data were used to provide a descriptive and correlational analysis to address the research questions. The results showed that the achievement levels of young learners are significantly correlated with learning strategies and intelligence. The students’ level of achievement had low correlation with the starting age of learning English. There was no correlation between the achievement level and learning styles. In addition, confirmatory factor analysis was run to perform a factor analysis of the data. The results revealed that there ware mediator effects of learning strategies in the relationship between the intelligences of language learning and students’ level of proficiency. This result showed that teaching learning strategies would be more important for students than learning English at an early age.
Abstract
The purpose of this study is to investigate the relationship between the achievement level of young learners of English as a foreign language and factors, such as language learning intelligence, learning styles, learning strategies, and the starting age of learning English. The sample group for this study consisted of 684 EFL learners from four elementary schools located in Seoul and Kyung-ki Province. A background questionnaire, a language learning intelligence questionnaire, a learning style questionnaire, and a strategies inventory of language learning (SILL) were used to collect data. The collected data were used to provide a descriptive and correlational analysis to address the research questions. The results showed that the achievement levels of young learners are significantly correlated with learning strategies and intelligence. The students’ level of achievement had low correlation with the starting age of learning English. There was no correlation between the achievement level and learning styles. In addition, confirmatory factor analysis was run to perform a factor analysis of the data. The results revealed that there ware mediator effects of learning strategies in the relationship between the intelligences of language learning and students’ level of proficiency. This result showed that teaching learning strategies would be more important for students than learning English at an early age.
참고문헌 (20)
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