어머니의 학습 관여가 초등학교 저학년 학생의 영어 성취도와 학습 동기에 미치는 영향: 정성적 접근법

초록

This study endeavors to investigate the relationship between types of maternal involvement, students’ English learning motivation, and their English achievement. Over a period of four weeks, triangulated qualitative data were collected from three mothers and their three second grade, elementary school children who resided in Seoul, Korea. Maternal support, trust, and responsibility exerted a positive impact on the students’ English achievement even when there was no direct academic guidance from the mother. By contrast, mother-initiated English learning made the students remain passive learners and had a negative impact on their English achievement. Although the participating mothers were inconsistent and showed varying degrees of emotional fluctuations when providing scaffolding for their children’s English learning, the students were willing to follow their mothers’ academic guidance. The students who had often communicated with their mothers about their possible future self constructed a clear vision of his or her ideal second language (L2) self and showed a higher level of English learning motivation. Absence of the learner’s ideal L2 self exerted a negative impact on English learning motivation, which in turn negatively influenced their English achievement. The mothers who were disinterested in the learner’s school life had a negative influence on their children’s English learning motivation.

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