시각장애 중등부학생의 영어학습에 관한 신념 연구
A Study on the Beliefs about learning English for Students with Visual Impairment in Secondary School
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본 연구는 시각장애 중등부학생이 가진 영어학습에 대한 신념을 알아보고, 이를 성별, 학교급별, 시각장애 정도별, 시각장애 발생시기별로 비교분석해 보기 위한 것으로써, 전국의 시각장애 중고등학교 학생 207명을 그 대상으로 BALLI를 통한 설문을 실시하였다. 연구의 결론은 다음과 같다. 첫째, 시각장애 중등부학생의 영어학습 적성에 대한 신념은 고등부 시각장애학생이 중학부 시각장애학생보다 높다. 둘째, 시각장애 중등부학생의 영어학습 본질에 대한 신념은 성별, 학교급별, 시각장애 정도별, 시각장애 발생시기별로 차이가 없다. 셋째, 시각장애 중등부학생의 영어학습 및 의사소통전략에 대한 신념은 맹학생이 저시력학생보다 높다. 넷째, 시각장애 중등부학생의 영어학습 동기와 기대감에 대한 신념은 성별, 학교급별, 시각장애 정도별, 시각장애 발생시기별로 차이가 없다. 다섯째, 시각장애 중등부학생의 영어학습의 어려움에 대한 신념은 선천성 시각장애학생이 후천성 시각장애학생보다 높다.
Abstract
In general, beliefs perform an important role in learning English. Therefore, this study was designed to investigate beliefs about learning English for students with visual impairment in secondary school and to make a comparative analysis by gender, grades, the degree of disability and the onset of visual impairment. A total of 207 students with visual impairment participated in this study. This study was executed by a questionnaire consisting of 32 questions based on Horwitz's(1987) BALLI(Beliefs About Language Learning Inventory). The results of this study are as follows :First, high school students had stronger beliefs than middle school students in the aptitude for learning English. Second, there were no remarkable differences of beliefs in the nature of learning English among all groups. Third, students with blindness had stronger beliefs than students with low vision in the strategies of learning English and communication. Fourth, there were no remarkable differences of beliefs in the motivations and expectations among all groups. Fifth, students with congenital visual impairment had stronger beliefs than students with acquired visual impairment in the difficulties of learning English. In conclusion, the results of this study would be good foundation to improve efficiency of learning English and to find a method to make students with visual impairment study English more successfully.
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