학습 동기 증진 언어하기 활동이 초등학생의 영어 학습 동기에 미치는 영향

초록

This study focuses on the effect of Motivational Languaging Activity (MLA) on elementary students’ English learning motivation. In this paper, based on Dörnyei’s (2009) Second Language (L2) Motivational Self-System and Swain’s (2006) languaging, 86 elementary students at three different community child centers participated. As a control group setting, a motivational activity without languaging was conducted to 29 elementary students in another community child center. The MLA was classified into three different languaging conditions: 1) written languaging 2) verbal languaging 3) written and verbal languaging. Each languaging condition was administered to two different grade groups (grades 3, 4 and grades 5, 6). A survey was conducted before and after the MLAs to examine changes in students’ motivation. The findings indicated that both written and verbal languaging groups showed a significant increase in their language learning motivation and written languaging groups achieved the most significant improvements in their English learning motivation. Ideal L2 self, motivated L2 behavior, and instrumentality (promotion) increased the most among seven different motivational constructs. This paper provides support for the effectiveness of the MLAs on Korean elementary students’ English learning motivation.

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