초 · 중학교 ‘언어하기’ 활동을 통한 영어 학습동기 증진 및 영어 자아 형성 연구: 혼합 연구법

초록

This paper focuses on the effect of motivational languaging activities (MLAs) on students’ L2 learning motivation. In the fall 2011 semester, a set of L2 motivation questionnaires was administered to 2,625 Korean students. The result showed that Korean students’ English learning motivation decreased whereas their demotivation increased in a statistically significant manner. In the spring 2012 semester, 837 students participated in the action research, and they belonged to one of the following four groups: 1) written languaging (English-learning diary) group, 2) written languaging (opinion writing after watching exemplary cases) group, 3) verbal languaging (group discussion after watching exemplary cases) group, and 4) control group. By using questionnaires, students’ changes including their L2 selves were measured twice, which was a pre- and post-test design. The results indicated that elementary school students in the written languaging group showed significant increase in their ideal L2 self, attitudes toward learning English, and integrative orientation. These findings suggest that MLAs are effective for maintaining and enhancing students’ L2 learning motivation.

키워드