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국내 영어 교육에서 Vygotsky 이론 관련 연구 동향 분석

An Analysis of the Studies on Vygotsky’s Theory in English Education in Korea

안혜성|박매란
한국영어교과교육학회 (The Korea English Education Society)|2020.02|영어교과교육 (Journal of the Korea English Education Society)|제19권 제1호|pp. 97-120|DOI 10.18649/jkees.2020.19.1.97

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참고문헌

키워드

연구 동향research trend정의적 영역affective domainEnglish education인지적 영역영어 교육Vygotsky 사회문화이론cognitive domainVygotsky’s sociocultural theory

초록

The purpose of this study is to analyze the trends of the studies on Vygotsky’s sociocultural theory in English education in Korea. For this purpose, 38 research papers related to Vygotsky’s theory of English education were collected from DBPIA, KISS, NDSI, and RISS databases. The papers were analyzed according to two standards: namely, their influencing factors and learning effects. The results are as follows: First, the studies on Vygotsky’s theory in English education have increased steadily, employing university students as participants. In the early 2000’s, the studies that focused on teaching methods were developed along various lines such as writing, speaking, basic English skills and learning motivation. Second, the research studies involving cooperative learning with peers are shown to have had the most positive impact, and the dynamic assessment helped to assess the various aspects of the learners. Third, the studies examining learning effects were subcategorized into the affective and the cognitive domains. The results demonstrate that changes in learners’ perception are most frequently observed in studies exploring the learners’ affective domain, while those in the cognitive domain look at changes in the learners’ writing and speaking abilities. Based on the above-mentioned results, pedagogical implications and suggestions for further research are discussed.

Abstract

The purpose of this study is to analyze the trends of the studies on Vygotsky’s sociocultural theory in English education in Korea. For this purpose, 38 research papers related to Vygotsky’s theory of English education were collected from DBPIA, KISS, NDSI, and RISS databases. The papers were analyzed according to two standards: namely, their influencing factors and learning effects. The results are as follows: First, the studies on Vygotsky’s theory in English education have increased steadily, employing university students as participants. In the early 2000’s, the studies that focused on teaching methods were developed along various lines such as writing, speaking, basic English skills and learning motivation. Second, the research studies involving cooperative learning with peers are shown to have had the most positive impact, and the dynamic assessment helped to assess the various aspects of the learners. Third, the studies examining learning effects were subcategorized into the affective and the cognitive domains. The results demonstrate that changes in learners’ perception are most frequently observed in studies exploring the learners’ affective domain, while those in the cognitive domain look at changes in the learners’ writing and speaking abilities. Based on the above-mentioned results, pedagogical implications and suggestions for further research are discussed.

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