자유학년제와 일반학기제 영어수업에 대한 학습불안, 동기, 전략의 차이: 중학교 2학년을 대상으로

Abstract

The purpose of this study was to investigate English learning anxiety, motivation and strategies. A survey and in-depth interview were conducted with seven second grade middle school participants. It took 20-30 minutes per student, and all of the interviews were recorded based on the consent of the participants. The recording was also analyzed using the contents analysis method. The findings from the content analysis were are follows: First, the students with a lower English proficiency showed fear of a negative evaluation, while higher proficiency students showed high test anxiety, especially in the English classes of a general semester. With respect to motivation, regardless of a student’s proficiency level, ought-to L2 self was the major motivation type for studying English in the English classes of a general semester. The higher proficiency students were studying English to prevent a potentially negative future while lower proficiency students were more concerned with successfully entering a standard high school. The study revealed that the learning strategies were also different not only according to the students’ English proficiency level but also their period of education. It distinctly showed that higher proficiency level students used meta-cognitive strategies. But the intermediate student used the strategies of communication and social strategies which continuously activated her motivation for learning English. This was based on her previous successful learning experiences. The low-level participants didn’t recognize the importance of implementing learning strategies because they only studied using rote memorization rather than activating or using appropriate strategies for effective language acquisition. Also, the study revealed the nature of the relationship between meta-cognitive strategies and English achievement.

Based on the study’s findings, teachers and schools should strive to help students discover the pleasure of studying English without experiencing any learning anxiety. Learning motivation is the major factor that affects the learning processes and results. Also, it could be easier for the students if they were divided into three different English classes according to their level of proficiency. The last teaching implication of this study suggests that teacher should try to rebuild the public’s trust in public school education and work to help students find their individual strength and an appropriate career path.