고등학생들의 영어학습 동기 변화: 탈동기와 재동기 요인

Abstract

This study aims to explore the patterns of motivational changes during the elementary, middle, and high school stages in the process of learning English. A survey and an interview were conducted with eight high school students in Gwangju City. To examine motivational changes, the elementary, middle, and high school stages were scored on a scale of +1 to +5 from a retrospective perspective. The factors of demotivation and remotivation were analyzed using descriptive statistics. Students were asked based on the responses in order to complement the reliability of the survey. The summarized findings of the research are as follows: The motivational patterns of high school students during the elementary, middle, and high school stages showed two instances of demotivation occurring in the first year of middle school and the first year of high school, while one instance of remotivation occurred in the second year of middle school. Despite the absence of exams in the first year of middle school, motivation declined due to the increased difficulty of vocabulary and grammar compared to the elementary English curriculum. In the first year of high school, demotivation was observed due to the difficulty of English reading comprehension, extensive workload, and challenges in memorizing vocabulary. However, in the second year of middle school, motivation tended to increase as students experienced a sense of achievement and satisfaction while studying with goals or achieving good results in exams. In other words, the exam factor positively influenced remotivation. Significant factors contributing to demotivation were environmental factors in the classroom and experiential factors in learning. Among them, difficulties in English learning (vocabulary memorization, study methods for English, and grammar) had a significant impact on declining self-confidence in English, leading to demotivation. The highest average scores for remotivation were found in factors related to individuals in the students' surroundings and experiential factors in learning. Subfactors such as the desire to obtain good grades in exams, the aspiration to excel in English, experiences of improvement in English performance, and the desire for recognition from parents and teachers were identified as remotivational factors for students.