영어 조기어학연수의 효과성 검증: 전라북도 초·중·고등학교를 중심으로

초록

This research investigated how much effect early study-abroad (ESA) English language training had on the attitude and motivations of 508 Korean elementary, middle, and high school students. A series of Likert-scale questionnaires on their English learning attitudes, motivation, and ESA experience were administered, and the data were processed by using SPSS. Results indicated that statistical differences existed in attitudes and motivations between students who experienced ESA English language training and those who did not have such experiences. First, the elementary school students having ESA training presented significantly higher levels of positive attitude toward the native English speakers, positive attitude toward the target culture, and positive learning attitude. However, for middle school students, no statistical difference in attitudinal factors was identified between students having ESA experiences and those having no experiences; for high school students having ESA experiences, only the learning attitude showed a statistical difference. In terms of motivations, it was corroborated that among elementary and high school groups, ESA English training experiences exerted phenomenal influences on all four motivational constructs: extrinsic, introjected, identified, and integrative regulations. For middle school counterparts, integrative regulation showed a statistical difference depending on ESA experience. In terms of English listening and reading achievement level, elementary and middle school students having ESA training experiences showed statistically higher scores than those having no such experiences. However, for high school students’ case, no statistical differences were found in English reading achievement level.

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