특성화 고등학교 학생들의 영어 학습 동기에 대한 질적 연구

Abstract

The purpose of this study is to investigate Korean specialized high school students’ motivation for English learning based on qualitative analysis. The types of motivation that students currently have was analyzed, along with which factors affects the changes of in students' motivation. The aim of this study is to understand specialized high school students’ motivation for English learning and suggest ways to improve that motivation. In order to study this, the English learning motivation of students in five high schools was investigated using questionnaires for background information, an interview protocol, and a teaching journal as research tools for approximately one year. Three theories are used to analyze the participants of English learning motivation; Gardner’s Socio-educational Model, Deci and Ryan’s Self- Determination Theory, and Dӧrnyei’s L2 Motivational Self System. The analysis result of the study was as follows. Above all, as a result of investigating the type of motivation for specialized high school students' motivation for English learning, various types of motivation for English learning influenced the rise of the motivation regardless of its type. Next, as a result of investigating factors of the change of motivation of the students, the motivation for English learning was mainly influenced by the following factors. Specifically, it was influenced by factors especially related to teachers, interests in learning English, the atmosphere of the class. Finally, as a result of investigating the role of teachers in motivation for English learning, teachers should emphasize the following factors in teaching English. In an English class, the teacher should make efforts to raise students' interests in learning English and to continuously give words of motivation for learning English. In addition, the teacher should strive to increase students' confidence of English learning. Based on the above findings, the following can be suggested. First, teachers should not hold prejudices about the abilities of the specialized high school students to learn English. In addition, teachers should be aware of the importance of interest in English learning, and provide a positive secondary language learning environment to the students through classes appropriate for their characteristics and levels. In addition, teachers should help students have confidence in learning English. Moreover, teachers should activate collaborative learning, not personal learning, in English lessons. Finally, supplementary measures such as blended learning, in which on-line education and off-line education, are combined can be useful for additional English learning.