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영어교육에 게재된 학습자 변인 연구 개관

An overview of research on learner factors in second language acquisition: Based on papers published in English Teaching

이진화
한국영어교육학회 (Korea Association Of Teachers Of English)|2015|영어교육 (English Teaching)|제70권 |pp. 133-159|DOI 10.15858/engtea.70.5.201512.133

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키워드

motivationstrategyindividual differencespersonality traitslearner factors학습자 변인(learner factors)개인차(individual differences)책략(strategy)동기(motivation)성격기질(personality traits)
주제분류영어와문학

초록

The purpose of this paper is to examine the current state of research on learner factors in second language acquisition by reviewing relevant studies published in English Teaching over the past 50 years. A total of 182 articles on various learner factors were extracted from the journal. Further detailed analyses were conducted on 110 articles on strategy, motivation, and personality traits in terms of publication year, research topics, participants, methods, and researchers’ concentration. The results reveal that research on learner factors has significantly expanded over time in terms of volume and diversity, reflecting increasing research interests in the field. As for research methodology, a quantitative approach was far more frequent but qualitative and mixed-method approaches have gained visibility since 2000. Yet, most of the studies focused on tertiary level learners, while overall neglecting primary and secondary level learners. Furthermore, individual researchers’ interests in the factors looked rather sporadic as revealed in the lack of research concentration. Based on the findings, suggestions for future research on learner factors are made.

Abstract

The purpose of this paper is to examine the current state of research on learner factors in second language acquisition by reviewing relevant studies published in English Teaching over the past 50 years. A total of 182 articles on various learner factors were extracted from the journal. Further detailed analyses were conducted on 110 articles on strategy, motivation, and personality traits in terms of publication year, research topics, participants, methods, and researchers’ concentration. The results reveal that research on learner factors has significantly expanded over time in terms of volume and diversity, reflecting increasing research interests in the field. As for research methodology, a quantitative approach was far more frequent but qualitative and mixed-method approaches have gained visibility since 2000. Yet, most of the studies focused on tertiary level learners, while overall neglecting primary and secondary level learners. Furthermore, individual researchers’ interests in the factors looked rather sporadic as revealed in the lack of research concentration. Based on the findings, suggestions for future research on learner factors are made.

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