특성화 고등학교 학생들의 진로 성향에 따른 영어 학습의 동기와 태도 및 성취도

Abstract

The purpose of this study was to identify motivation and attitudes of English learning based on their career preferences: college track vs. job track. In addition, this study was also examined the relationship between motivation, attitudes and English achievement. The subjects of this study consisted of 118 second grade and 78 third grade students at specialized high school in Gwangju. The questionnaire was composed of 27 items dealing with instrinsic and extrinsic motivation and attitudes toward English learning, English class and English teacher. Students' English achievement scores was collected by the final exam of the first semester in 2015. The collected data were analyzed by the statistical methods such as descriptive statistics, t-test and correlation. The results of this study were as follows: First, students were extrinsically and intrinsically motivated although their motivation toward English learning was relatively low on the whole. Students of college track showed higher than students of job track in motivation. But the difference was nonsignificant. The attitudes toward English teacher and English class of specialized high school students were comparatively negative but the attitude toward their English learning was the most positive. Students in college track showed relatively higher than students in job track in attitudes. But that was statistically nonsignificant. Second, the students' motivation and attitude toward English learning were significantly correlated with English achievement in a positive direction in this study. Teaching implications based on the study results were suggested.