영어교육과 학생들의 영어 학습 동기와 태도에 관한 연구: 예비 영어교사의 학습자 측면을 중심으로

초록

This study investigated pre-service English teachers in the department of English education at a private university located in Seoul. The focus of the study was on finding out the dominant factors in their English learning motivation and attitudes, and how these factors influence their motivated behavior in English learning. A total of 130 undergraduate students majoring in English education participated in a questionnaire survey. The results indicated that the ideal L2 self and positive attitudes toward English speakers were the most dominant factors in the pre-service teachers’ motivation and attitudes related to English learning. Also, the ideal L2 self and positive attitudes toward English speakers showed a relatively high correlation with each other. In terms of the relationship with motivated behavior, all of the attitudinal factors and the ideal L2 self were significantly correlated with motivated behavior. Positive attitudes toward English learning and positive attitudes toward English speakers had significant explanatory power for motivated behavior, with the former exhibiting the most influential effect. Critical implications were provided with regard to the influential roles of the ideal L2 self and positive attitudes toward English speakers in pre-service teachers’ English learning.

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