우리나라 초등학생의 영어이름 사용이 영어성취도 및 영어학습 흥미도에 미치는 영향
Effects of elementary school students' use of English names on their English proficiency and interests in English study
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The purpose of this study was to analyze the effects of elementary school children's use of English names in their classroom on their English achievement and affective attitude toward studying English. In order to accomplish these purposes, the following research questions were guided; 1) Does elementary students' use of English names in the classroom have effects on their English achievement? 2) Does elementary students' use of English names in the classroom affect on their interests in studying English, and 3) What do students, their parents, Korean English teachers, and native English teachers think about the use of English names in the classroom? Data came from nationally-conducted English tests for elementary students, and questionnaires from students, their parents, Korean English teachers and native English teachers. The results of data analysis indicated that there is no significant correlation between students' use of English names and their English achievement. Second, the more students have their English names, the more they need its necessity. Finally, parents subjectively feel that having English names can have an influence on studying English, while Korean English teachers and native English teachers do not feel that way at all. Pedagogical implications are made for the teaching of English teachers working in the elementary classroom.
Abstract
The purpose of this study was to analyze the effects of elementary school children's use of English names in their classroom on their English achievement and affective attitude toward studying English. In order to accomplish these purposes, the following research questions were guided; 1) Does elementary students' use of English names in the classroom have effects on their English achievement? 2) Does elementary students' use of English names in the classroom affect on their interests in studying English, and 3) What do students, their parents, Korean English teachers, and native English teachers think about the use of English names in the classroom? Data came from nationally-conducted English tests for elementary students, and questionnaires from students, their parents, Korean English teachers and native English teachers. The results of data analysis indicated that there is no significant correlation between students' use of English names and their English achievement. Second, the more students have their English names, the more they need its necessity. Finally, parents subjectively feel that having English names can have an influence on studying English, while Korean English teachers and native English teachers do not feel that way at all. Pedagogical implications are made for the teaching of English teachers working in the elementary classroom.
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