The purpose of this study was to investigate patterns of English learning motivation that changed in high school students from their elementary to junior high and senior high schools from a retrospective perspective. It further examined factors affecting motivation, demotivation, and remotivation. Participants charted progressions and regressions of their English learning motivation. They then took part in semi-structured interviews. Results of the study revealed that the students had the highest motivation in their elementary school years. They showed gradual declines as learning time progressed, showing the lowest motivation in their high school years. Motivation factors included teaching methods, curiosity and interest in English classes, and incentives and praise for learning achievements, while textbooks, curriculum, learning failure experiences, and pressure on grades were demotivating factors. Improvements in test scores and English study skills, experiences of success in English learning, and awareness of the importance of learning English remotivated these students. Identified motivation, demotivation, and remotivation factors differed depending on students’ English proficiency.

1. 서론
2. 이론적 배경
    2.1. L2 학습 동기 변화 양상
    2.2. L2 학습 동기 요인
    2.3. L2 학습 탈동기 요인
    2.4. L2 학습 재동기 요인
3. 연구 방법
    3.1. 연구 대상
    3.2. 연구 도구
    3.3. 자료 수집 방법
    3.4. 자료 분석 방법
4. 연구 결과 및 논의
    4.1. 영어학습 동기 변화 양상
    4.2. 영어학습 동기, 탈동기, 재동기 요인
    4.3. 영어학습 동기 요인
    4.4. 영어학습 탈동기 요인
    4.5. 영어학습 재동기 요인
5. 결론 및 제언
참고문헌

• 김경자(조선대학교 사범대학 영어교육과) | Kim Kyung Ja