The purpose of this study is to examine the relationships among English learners’ motivation, strategies, and achievement. The participants were 61 Korean college students specializing in Aviaition Service and they took a mock TOEIC and completed a questionnaire on learning motivations and strategies. T-test and multiple regression analysis were used to determine the relationships among all variables. The findings revealed that, first, variables in integrative motivation were found to be a statistically significant predictor of achievement while variables in instrumental motivation’ was higher order motivation type. Second, participants used ‘compensation strategies’ most frequently and higher-achieving students used more strategies than their peers did. ‘Metacognitive strategies’ and ‘affective strategies’ had statistically significant impacts on their achievement. In conclusion, the relationships among learning motivation, strategies and achievement was found to be definite. Implications for more effective study habits are suggested.

Ⅰ. 서론
Ⅱ. 이론적 배경
    1. 학습동기와 성취도의 관계
    2. 영어 학습전략과 성취도의 관계
Ⅲ. 연구 방법
    1. 연구 참여자
    2. 연구 자료
    3. 연구 절차
    4. 자료 분석
Ⅳ. 연구 결과
    1. 영어 학습동기 차이비교
    2. 영어 학습전략 차이 비교
    3. 영어 학습동기, 학습전략, 성취도 간의 상관관계
Ⅴ. 결론
참고문헌

• 박찬규(중원대학교 항공서비스학과) | Park Chankyu