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한국 대학 신입생들의 대학 입학전 영어 학습경험과 영어 학습 탈동기화 현상 KCI 등재

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현대문법연구 (Studies in Modern Grammar)
현대문법학회 (The Society Of Modern Grammar)
초록

The purpose of this study is to explore the factors that cause EFL freshman students’ demotivation while learning English in their high school days. Two hundred twenty four freshmen participated in this study. The demotivation questionnaire was administered. The analysis results showed that the most affective factor causing demotivation of English learning was teaching methods which were mainly given for the college entrance examination. In addition, a grammar-centered lesson was the second most influential demotivational factor. Memorizing vocabularies, phrases, and sentences was also reported as the third most affective demotivational factor. The overall and vocabulary score was negatively correlated with factor 1 (test score, lesson pace, self-regulated learning ability, sentence difficulty, understanding of teachers' explanation), factor 5 (learning load, low endurance of uncertainty), and factor 6 (memorization ability, regulation of English learning purpose, chance to communicate). Reading scores were negatively correlated with factor 1 and factor 6, while listening scores were correlated with factor 1. Some educational implications were suggested to design English courses to remotivate students' English learning.

저자
  • 정미애(금강대학교)
  • 김남희(조선대학교) Corresponding author