CAU Scholar's Space: Kim, Tae-Young

Detailed Information

Kim, Tae-Young (김태영)

사범대학 (영어교육과)

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Tel 02-820-5392
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Keyword

English learning motivation:33||영어 학습 동기:18||demotivation:17||탈동기:14||Demotivation:9||English education:9||L2 motivational selfsystem:8||motivation:8||영어교육:8||ideal L2 self:7||sociocultural theory:7||L2 motivational self system:6||competitive motivation:6||Resilience:6||activity theory:6||teaching motivation:5||English learning demotivation:5||motigraph:5||교수 동기:5||영어 학습동기:5||oughtto L2 self:5||L2 learning motivation:5||영어 성취도:4||amotivation:4||Activity Theory:4||remotivation:4||English achievement:4||모티그래프:4||한국 영어교육:4||Ideal L2 Self:4||sociocultural factors:4||English proficiency:3||재동기:3||사회문화적 요인:3||EFL teacher education:3||English textbook:3||English teacher:3||L2 proficiency:3||English education in South Korea:3||perceptual learning styles:3||L2 Motivational Self System:3||이상적 제 2언어 자아:3||motivational languaging activity:3||case study:3||동기:3||경쟁적 동기:3||초등영어교육:3||제 2언어 동기적 자아 체계:3||English as a foreign language:3||학습 동기 증진 언어하기:3||영어학습 동기:3||emotional labor:3||필연적 제2언어 자아:2||retrospective essay:2||scaffolding:2||English Teacher:2||영어 학습 동기(English learning motivation):2||selfdetermination theory:2||mediational tool:2||Affordances:2||영어 학습 탈동기:2||영어 학습 탈동기화:2||행위이론:2||영어 학습동기 변화:2||socioeducational model:2||영어교육 정책:2||회복탄력성:2||동기 변화:2||Ideal L2 self:2||영어학습동기:2||socioeconomic status:2||goal:2||무동기:2||유아 영어 교사:2||structural equation modeling:2||changes in English learning motivation:2||Korean high school students:2||motive:2||Demotivating factors:2||Perceptual Learning Style:2||teacher demotivation:2||teacher motivation:2||high school students:2||Englishlearning motivation:2||English education policy:2||입학사정관제:2||불안감:2||TOEIC:2||자기결정성 이론:2||자기결정성이론:2||English learning:2||Motivated behavior:2||Motivation:2||corpus:2||Motivational Languaging Activity:2||사회교육모형:2||Motivational changes:2||The ideal L2 self:2||제2언어 동기적 자아체계:2||primary English education:2||interview method:2||Vygotskian sociocultural theory:2||Activity theory:2||academic achievement:2||종합연구:2||early childhood English education:2||ecological perspective:2||Neoliberalism:2||North Korea:2||언어하기 활동:2||Actividad de lenguaje motivacional:2||Languaging:2||research synthesis:2||research trends:2||탈동기 요인:2||anxiety:2||resilience:2||Selfdetermination theory:2||필연적 제 2언어 자아:2||Korean elementary school students:1||Korean high school:1||Korean high school EFL students:1||Korean lowincome middle school students:1||Korean specialized vocational high school students:1||Korean students:1||Korean university students:1||L2 Teacher Education:1||L2 learner Beliefs:1||L2 learning beliefs:1||L2 learning experience:1||L2 motivation:1||L2 teacher motivation:1||LDA:1||Learner Age:1||Learner beliefs:1||Lenguaje:1||Marx:1||Mass media:1||Meastro de inglés:1||Mediational tool:1||Metacognitive strategy:1||Middleaged Students:1||Mixed Methods Approach:1||Mode of Belonging:1||Mothers’ learning involvement:1||Mother’s learning involvement:1||Motivación de aprendizaje L2:1||Motivación del maestro:1||Motivated Behavior:1||Motivated L2Behavior:1||Motivating factors:1||Motivational Languaging Activities (MLAs):1||Motivational languaging activity:1||Motivator:1||Motive:1||Musicals in English class:1||NNS:1||NS:1||Native English instructor:1||North Korean 2013 Revised Curriculum:1||North Korean 2013 curriculum revision:1||North Korean English textbooks:1||North Korean defectors:1||Novice English teacher:1||Novice English teacher career motive:1||Novice English teacher demotivation:1||Number of students per classroom:1||OPIc:1||Obstacles to Communicative Language Teaching:1||Oughtto L2 Self:1||Oughtto L2 self:1||Parental influence:1||Participation:1||Peer group cohesion:1||Perception:1||Perceptual learning style:1||Perezhivaniya:1||Political Economy:1||Positive appraisal:1||Possible L2 self:1||Preservice English Teachers:1||Pressure of the college entrance examination:1||Private institution:1||Qualitative Method:1||QuasiLongitudinal Research:1||Remediation:1||Remotivating factors:1||Remotivation:1||Research Methods:1||Research methodology:1||SCT:1||SDT:1||Satisfaction:1||School Level:1||School levels:1||School parents:1||Second language learning motivation:1||Selfdetermination Theory:1||Selfdirected learning ability:1||Sensitization:1||Socialist system:1||Socioeducational Factors:1||Socioeducational Model:1||Sociocultural Theory:1||Sociocultural theory:1||South Korea:1||South Korean job market:1||Standardized English Tests:1||Structural equation modeling:1||Structural relationship:1||StudyAbroad:1||TEE:1||TEE 호감도:1||TOEIC Speaking:1||Teacher Demotivation:1||Teacher Motivation:1||Teacher Perception:1||Teacher belief:1||Teacher motivation:1||Teoría de la actividad:1||Textbook analysis:1||University Admission Types:1||University native instructor:1||Visual style:1||Wakon Yosai:1||achievement:1||admission office system:1||affectives:1||affordance:1||agency:1||alter ego familism:1||analysis of newspaper articles:1||annual research trend:1||ansiedad facilitadora:1||ansiedad lingüística:1||artificial intelligence:1||attitude:1||attitudes toward English learning:1||attitudes toward English speakers:1||autobiographic essay:1||autobiography:1||autosistema motivacional en L2:1||blended elearning:1||brain lateralization:1||changes in EFL learning motivation:1||changes in national curriculum:1||changes of English learning  motivation:1||childhood English teacher:1||childhood English teaching method:1||children's development:1||collaborative dialogue:1||college English:1||commensurability:1||communication apprehension:1||comparative study:1||comparison of English learning motivation and demotivation:1||complex dynamic systems theory:1||comportamiento motivado:1||critical reflective essay:1||cultural capital:1||cultural exchange motivation:1||cultural minorities:1||cultural pedagogy:1||cultural revolution:1||desmotivación:1||desmotivación en el aprendizaje del inglés:1||development and implementation of a new assessment system:1||difference between teaching motivation and demotivation:1||difference in GPA:1||dispatched English instructor:1||dominio de L2:1||early childhood English teacher:1||education gap:1||education in North Korea:1||educational support:1||efl teacher:1||efl teacher education:1||elderly  learners:1||elementary school 3rd grades:1||elementary school 4th grades:1||elementary school students:1||elementary, junior high, and high school students:1||elite education:1||environment:1||explanatory factor analysis:1||facilitative anxiety:1||flipped learning:1||foreign language school:1||funds of knowledge:1||gender differences:1||gifted education:1||goal orientation:1||goalsetting:1||grade:1||grammar:1||group writing:1||historical analysis:1||historical research:1||homogeneous ability grouping:1||identity:1||imaginación:1||imagination:1||immigrant worker:1||individual differences:1||individual writing:1||instrumentality in English learning:1||interaction:1||intercultural awareness:1||interest in TEE:1||intergenerational transmission:1||international marriage:1||international posture:1||intervention study:1||interviews:1||intrinsic motivation:1||itinerant English teachers:1||itinerant early childhood English teacher:1||job motivation:1||lack of autonomy:1||lack of selfefficacy:1||language anxiety:1||language input:1||language policy:1||language teaching:1||languagerelated episode (LRE):1||languaging:1||languaging activity:1||learner attitudes:1||learner beliefs:1||learner perception:1||learning  English in Korea:1||learning style:1||linguistic imperialism:1||longitudinal interviews:1||lowincome students’ English learning:1||lowlevel English learners:1||male high school students:1||metacognitive strategies:1||middle and high school English teacher:1||mixedmethods:1||motivación:1||motivated behavior:1||motivated behaviour:1||motivational change:1||motivational changes:1||motivational languaging:1||motivational languaging activity (MLA):1||motivational type:1||motivo de trabajo inicial:1||multiculturalism:1||national English curriculum:1||native speaker:1||native speakerism:1||new words:1||nonnative speaker:1||obstáculos a la enseñanza de la lengua comunicativa:1||office workers:1||onlineoffline blended learning:1||orien tación global:1||pair writing:1||parental influence:1||parents’ childrearing attitudes:1||participation:1||perceived happiness:1||perceptions of English education:1||perezhivanie:1||persistence:1||possible language teacher self:1||preservice English teacher:1||primary school English education:1||private English education:1||private education:1||professional development:1||qualitative inquiry:1||qualitative method:1||qualitative research method:1||quality:1||quantitative inquiry:1||quantity:1||quasilongitudinal study:1||questionnaire:1||readability:1||reading contents:1||recent Korean immigrants:1||region of residence:1||regular admission:1||research method:1||research topic:1||researcherparticipant role:1||retrospective autobiographic essay:1||retrospective autobiographical essay:1||revised curriculum:1||second language motivation:1||second language self:1||selfefficacy:1||semistructured interview:1||sensitization:1||social change:1||sociocultural context:1||sociocultural surroundings:1||sociological approach:1||sociopolitical influence:1||speaking and writing ability:1||storytelling:1||stress:1||structural relationship:1||student engagement:1||subjective wellbeing:1||support for English education:1||systematic qualitative synthesis:1||taskbased language teaching:1||teacher (de)motivation:1||teacher professionalism:1||teacher resilience:1||teachercentered instruction:1||teaching (de)motivation:1||teaching belief:1||teaching demotivation:1||teaching young learners:1||tension:1||test anxiety:1||text mining:1||textbook analysis:1||the Chosun Educational Rules:1||the College Scholastic Ability Test:1||the U.S. military government period:1||the affective characteristics:1||the fifth national curriculum:1||the first national curriculum:1||the formation stage of the contemporary education system:1||the fourth national curriculum:1||the ideal L2 self:1||the period of Japanese colonial rule:1||the public middle school:1||the school of the future in Seoul:1||the second national curriculum:1||the seventh national curriculum:1||the sixth national curriculum:1||the third national curriculum:1||thirdcountryborn North Korean defectors:1||token coverage:1||topic familiarity:1||verbal languaging:1||videoconferencing:1||vision:1||willingness to communicate:1||written languaging:1||years of EFL learning:1||가능한 언어 교사 자아:1||가독성:1||강의식 수업:1||개정 교육과정:1||경쟁 동기:1||고등학생:1||과제중심 언어 교수:1||교과서 분석:1||교사 교수 탈동기:1||교사 동기:1||교사 전문성:1||교사 탈동기:1||교수 동기 및 탈동기 차이:1||교수 동기 요인:1||교수 동기 탈동기:1||교수 탈동기:1||교수요목기:1||교육과정 변천:1||교육적 지원:1||국내영어학습:1||그릿:1||내재적 동기:1||노인 학습자:1||대학교 원어민 강사:1||동기 요인:1||동기 증진 언어하기 활동:1||동기유형:1||동기화된 행동:1||매개 도구:1||면담법:1||면담법(interview methods):1||목표 설정:1||목표지향성:1||무동기화:1||문법:1||문화교류 동기:1||문화대혁명:1||뮤지컬 영어 수업:1||미군정기:1||본문내용:1||부모의 영향:1||부모의 자녀 양육태도:1||부모의 학업기대유형(Parental expectation types):1||북한 2013 개정 교육과정:1||북한 영어 교과서:1||북한이탈주민:1||불충분한 자기효능감:1||블렌디드 이러닝:1||비계(飛階):1||비고츠키 사회문화이론:1||비교 연구:1||비전:1||비판적 회고적 에세이:1||사교육(private education):1||사례 연구:1||사례연구:1||사례연구 제2언어 동기적 자아 체계:1||사범대학:1||사회교육 모형(Socioeducational Model):1||사회문화 요인:1||사회문화이론:1||사회문화이론(sociocultural theory):1||사회문화적 맥락:1||사회정치적 영향:1||서울형 미래 학교:1||설문지법(questionnaire survey method):1||성적 차이:1||성차:1||성취도:1||세대 간의 전승:1||스트레스:1||시험 불안감:1||식민주의:1||신문기사 분석:1||신출어휘:1||실행연구:1||아동 영어 파견교사:1||어머니의 영어 학습 관여:1||어머니의 학습 관여:1||언어 제국주의:1||언어관련 일화:1||역사적 분석:1||역사적 연구:1||연구 동향:1||연구 방법:1||연구동향:1||영어 교사:1||영어 교사 동기:1||영어 교사 인식(English teacher perception):1||영어 교육:1||영어 말하기 성취도:1||영어 말하기쓰기 평가 프로그램:1||영어 방문교사:1||영어 사교육 기관:1||영어 사용자에 대한 태도:1||영어 수업 태도:1||영어 의사소통의지:1||영어 학습:1||영어 학습 기간:1||영어 학습 동기와 탈동기 비교:1||영어 학습 불안 연구:1||영어 학습 불안감:1||영어 학습 재동기화:1||영어 학습에 대한 태도:1||영어교과서:1||영어교사:1||영어교육과정:1||영어로 진행하는 영어 수업:1||영어성취도:1||영어학습 동기 변화:1||영어학습 동기 연구:1||예비 영어교사:1||외국어 고등학교:1||외재적 동기:1||원어민 영어 강사:1||원어민 우월주의:1||유교의 영향:1||유사종단연구:1||유아 발달:1||유아 영어강사 교수동기 및 탈동기:1||유아 영어교사:1||유아 영어교육 방법:1||유아영어교육:1||의사소통 불안:1||이상적 제2 언어 자아:1||이상적 제2언어 자아:1||이야기하기:1||이타심:1||일반 고등학교:1||일반 공립 중학교:1||일본의 영어교육:1||일제강점기:1||입학전형 유형:1||자기 효능감:1||자기결정이론:1||자서전:1||자서전적 에세이:1||자율성 부족:1||잠재 디리클레 할당:1||저소득층 영어 학습:1||저소득층 중학생 영어 학습:1||정시:1||정의적 요인:1||제 2언어 동기적 자아(L2 motivational self):1||제 2언어 동기적 자아체계:1||제 2언어 자아:1||제 2언어 학습 동기(L2 learning motivation):1||제 2차 교육과정:1||제 3차 교육과정:1||제 4차 교육과정:1||제 5차 교육과정:1||제 7차 교육과정:1||제2언어 동기자아체:1||제2언어 학습 동기:1||제3국 출생 탈북민 자녀:1||조기 영어 어학연수:1||조기 영어교육:1||조기영어교육:1||조선교육령:1||조선일보:1||종합 연구:1||주관적 내재화:1||주관적 안녕감:1||주제어 영어교육 정책:1||중·고등학교 영어교사:1||중·고생 차이:1||중국의 영어교육:1||중년:1||지각학습유형:1||직장인:1||질적 연구 방법:1||짝 작문:1||체계적 질적 종합:1||초·중·고등학생:1||초등학교 3학년:1||초등학교 4학년:1||초등학생:1||초인지 책략:1||코로나19:1||태도:1||텍스트 마이닝:1||통합적 접근법:1||파견 영어 강사:1||플립 러닝:1||하위권 영어 학습자:1||학교수준:1||학년별 비교:1||학습 스타일:1||학습자연령:1||학업 성취도:1||학업성취도(achievement):1||한겨레신문:1||한국 고등학교 학생:1||한국 고등학생:1||한국 대학생:1||한국에서의 북한이탈주민 대상 영어교육:1||한국인 영어학습자:1||한국인 이중 언어 강사:1||현실수용적 태도:1||협동적 대화:1||혼합연구:1||혼합연구법:1||회고록:1||회고적 에세이:1||회복 탄력성:1||횡단적 조사:1||12 motivational self system:1||和魂洋才:1||1차 교육과정:1||6차 교육과정:1||Acquiescing in the Reality:1||Actividades de lenguaje:1||Administrative tasks:1||Admission Officer System:1||Agency:1||Altruism:1||Anxiety:1||Attitude:1||Attitudes:1||BNC/COCA:1||COVID19:1||China:1||Chosun Ilbo:1||Coteaching:1||College of Education:1||Community:1||Competitive motivation:1||Confucian tradition:1||CrossSectional Research:1||Damunwha:1||Demotivational Factors:1||Demotivator:1||Difference between junior high and high school students:1||ECEE:1||EFL:1||EFL Teacher Career Motive:1||EFL Teacher Demotivation:1||EFL Teacher Motivation:1||EFL learning:1||EFL learning (de)motivation:1||EFL learning motivation:1||EFL learning remotivation strategies:1||EFL motivation:1||EFL profesor motivación:1||EFL teacher demotivation:1||EFL teachers:1||EFL teachers’ initial career motives:1||EFLlearning  motivation:1||EFL학습:1||ESL Motivation:1||ESL learning motivation:1||ESL motivation:1||Early childhood English instructor:1||Early studyabroad language training:1||Educational context:1||Educational policy:1||El yo ideal de L2:1||Elementary School Students:1||Elementary school student:1||Elementary school students:1||Emotion Labor:1||Emotional experiences:1||English Education:1||English Learning Demotivation:1||English Learning Motivation:1||English Proficiency:1||English Teaching Motivation:1||English articles:1||English as a foreign language (EFL):1||English as an insurance:1||English class attitude:1||English colonialism:1||English education in China:1||English education in Japan:1||English education in North Korea:1||English education on North Korean defectors in Korea:1||English education policies:1||English learning anxiety:1||English learning anxiety research:1||English learning motivation and attitude:1||English learning motivation research:1||English learning remotivation:1||English learning resilience:1||English learning resources:1||English speakingwriting assessment program:1||English teacher for preschool children:1||English teacher motivation:1||English textbook in North Korea:1||Englishlearning demotivation:1||Englishspeaking proficiency:1||Estilo de aprendizaje perceptual:1||Ethnic identity:1||Ethnic name:1||Expectation:1||GRIT:1||Global Orientation:1||Globalization:1||Goal:1||Ground Theory:1||Growth mindset Resilience Intrinsic motivation Tenacity:1||Habitus:1||Hakbul orientation:1||Hankyoreh:1||Historical Research:1||Ideal de uno mismo en L2:1||Ideology education:1||Imagination:1||Imagined community:1||Immigrants:1||Inservice English Teachers:1||Information technology:1||Initial Career Motive:1||Integrative approaches:1||Internalization:1||Interview Method:1||Interview methods:1||Intrinsic Motivation:1||Japan:1||Jobseekers:1||Kim Jongun:1||Kitsch:1||Korea:1||Korean EFL student:1||Korean English education:1||Korean Secondary School Students:1||Korean bilingual instructor:1||

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