The purpose of this research is to examine the relationships among English learners’ motivation, strategies and achievement, with a group of 51 Korean three-year college students. The students responded to the questionnaire of learning motivation and strategies. Also they took a mock TOEIC. Multiple regression analysis allowed for the analysis of learners’ motivation and strategies to predict a single dependent variable, their English achievement. The findings revealed that, first, ‘internal motivation’ was found the highest predictor of their English study, while ‘instrumental motivation-individual’ was the lowest motivation type for students. Second, participants used ‘social strategies’ most frequently in studying English, and they used the others in the order of ‘compensation strategies’, ‘affective strategies’, ‘cognitive strategies’, ‘memory strategies’ and ‘metacognitive strategies’. Last, the impact of learning motivation and strategies on the TOEIC scores was not statistically significant, but the relationship of learning motivation and strategies was found to be positive. Implications for the practical classroom and suggestions for further research are suggested.

I. 서론
 II. 이론적 배경
  1. 외국어 학습동기와 성취도의 관계
  2. 학습전략의 구사와 성취도의 관계
 III. 연구 방법
  1. 참여 학생
  2. 자료의 수집
  3. 자료의 분석
 IV. 연구 결과 및 논의
  1. 영어 학습동기 유형
  2. 영어 학습전략 유형
  3. 영어 학습동기, 전략 및 성취도 간의 상관관계
 V. 결론 및 제언
 참고문헌

• 나경희(충북대학교 사범대학 영어교육과) | Kyeong-Hee Rha