영어 학습 동기 증진 언어하기 활동이 초등학교 3, 4학년 아동에 미치는 영향

초록

Objectives: This study examined the foreign language learning motivation of early English learners from elementary school third and fourth grades and compared their motivational changes before and after the motivational languaging activities (MLAs). Methods Two Korean third grade and two Korean fourth grade female students participated in the MLAs on a weekly basis for eight weeks. All participants were pre-interviewed prior to the MLAs and had a post interview upon completion of their MLA participation. Data collected from students’ MLAs, pre-interiews, and post-interviews were analyzed based on Grounded Theory. Results: All participants demonstrated competitive motivation and cultural-exchange motivation for their psychological constructs of L2 learning motivation in their pre-interviews. It was also observed that the student’s parents influenced the creation of the ought-to L2 self. After participating in MLAs, all participants showed a significant decrease in their competitive motivation and an increase in cultural-exchange motivation. Additionally, the participants demonstrated different patterns in developing their ideal L2 self and ought-to L2 self depending on the degree of sensitization of the personal meaning of MLA participation. The students who meaningfully accepted and internalized lessons learned from MLAs showed a positive transformation from an ought-to L2 self to an ideal L2 self. Conclusions: The results of this study indicate that meaningful, personal sensitization functions as the key to enhance their ideal L2 self through activating the affordances in their environment. It is important that learners need to be constantly reminded of the goals and directions of their L2 learning and be provided with various practical activities that help create and consolidate their ideal L2 self.

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