사회적 정체성의 형성과 영어학습의 상관성 탐색: 편입학 준비생을 대상으로

초록

This study explores the link between English language learning and socially constructed identities of six students preparing for university transfer. To this end, all the research participants were interviewed with semi-structured questions. By the analysis of the transcribed manuscripts, three features of their social identities were explicitly revealed. Firstly, they regarded themselves as a failed examinee mostly because they failed one of the most high-stakes test, College Scholastic Ability Test (CSAT) in Korea. Secondly, they were so ashamed of their affiliation of continuing education program that they deny their belonged status. Thirdly, they were also marginalized at home by other family members. Although these dominant identities conditioned their negative attitude toward English learning or test prep process, some of them still positively positioned themselves as legitimate learners, through the past learning experience or imagined want-to-be ideal selves. The result implies that the consideration of learners’ identity construction should be invited in the curriculum of English language teaching, especially for the students who failed college entrance exams, and who are preparing for university transfer.

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