영어 학습자 동기 및 탈동기 요인분석: 학습동기 회고록 및 면담을 바탕으로

초록

This paper identifies how the factors that increase or decrease learners’ English learning motivation differ according to the upper and lower motivation groups. A total of six undergraduate students were selected among 41 students, with three highest motivators and the other three lowest. They reflected on their English learning processes over the past ten years from the third grade of elementary school to the third grade of high school with critical reflective essays, marking annual changes in their L2 learning motivation on the ‘motigraph.’ In addition, semi-structured interviews were conducted, and all the data were comprehensively analyzed with Grounded Theory. The results present that learners with high learning motivation could maintain their motivation due to internal factors such as specific learning goals or learning experiences. In contrast, learners with low motivation were remotivated due to external factors such as learning situation and their acquaintances. Both groups commonly experienced a significant decrease in learning motivation during middle school due to excessive academic pressure or skepticism from test-oriented learning environments. However, it should be noted that both groups at the high school level assessed the ‘grade’-related factors differently as positive or negative, respectively. This paper emphasizes the crucial role of cognitive appraisal, goal-setting, and mindset.

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