자서전적 에세이를 통한 우리나라 학생들의 영어 학습 동기와 탈동기: 회고적 재구성

Abstract

The purpose of this study is to investigate Korean students’ changes in their motivational factors and demotivational ones from kindergarten to university by using a retrospective autobiographic method. The research questions were 1) what is the general pattern of (de)motivational changes based on the participants’ school level (i.e., from kindergarten/ elementary to university level)? and 2) what is the relationship between sociocultural factors in South Korea and the participants’ (de)motivational changes reflected in their essays? The participants were 75 university students who were asked to write essays about their previous English learning experiences for the past 10 years from kindergarten to university. In order to analyze their essays, we adopted and modified Shoaib and Dörnyei’s (2005) category. The results of the study indicate that the participants’ motivational factors and their demotivational factors were not opposite, antithetical concepts. This implies that motivation and demotivation should be understood as different psychological constructs. Second, competitive L2 learning motivation (Kim 2006, 2010b) was identified, and this construct reflected Korea-specific educational contexts. This study suggests that EFL learning in Korea needs to consider both cognitive development and emotional aspects among learners.