대학 신입생의 영어학습 경험과 대학영어 읽기수업 분석: C대학교 <대학영어> 사례연구
Korean EFL Freshman Students’ English Learning Experiences in High School and in College
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The purpose of this study is to investigate which educational factors caused students’ motivation to be reduced while learning English before they entered the collage and to find out how the freshman English course works as the process of motivational changes in English learning. In order to find the demotivating factors in English learning, 138 freshmen participated in the survey asking how they felt demotivated in the given contexts of English learning before starting their college education. After completing the English course, which was designed to help students regain motivation to learn English as a First-Year Experience (FYE) course, 13 successful students were asked to answer the open-ended questions to reflect on their English learning. The survey results show that during their high school days, simple memorization of vocabularies without guidance, translation-centered English reading, individual learning contexts without getting help in the learning, and grammar-centered English learning demotivated students’ English learning. On the other hand, students who successfully completed the English reading course responded to the course positively. Based on the study results, the educational implications were provided
Abstract
The purpose of this study is to investigate which educational factors caused students’ motivation to be reduced while learning English before they entered the collage and to find out how the freshman English course works as the process of motivational changes in English learning. In order to find the demotivating factors in English learning, 138 freshmen participated in the survey asking how they felt demotivated in the given contexts of English learning before starting their college education. After completing the English course, which was designed to help students regain motivation to learn English as a First-Year Experience (FYE) course, 13 successful students were asked to answer the open-ended questions to reflect on their English learning. The survey results show that during their high school days, simple memorization of vocabularies without guidance, translation-centered English reading, individual learning contexts without getting help in the learning, and grammar-centered English learning demotivated students’ English learning. On the other hand, students who successfully completed the English reading course responded to the course positively. Based on the study results, the educational implications were provided
참고문헌 (12)
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