한국 고등학생들의 영어 쓰기에 대한 태도와 쓰기 교수법에 대한 인식

Abstract

This study investigated Korean high school students’ attitudes toward English writing instruction as well as their L2 writing apprehension, confidence, and motivation. For data collection, questionnaires were constructed to measure learner affect and perception of different approaches for teaching writing. The questionnaires were then administered to 1,798 high school students in different regions of Korea. The students were found to display low levels of confidence and high levels of anxiety in English writing although they were highly motivated to improve their writing skills. Regarding the relationship between the students’ affective attitudes and instructional approaches, the study found that SAT-based instruction and writing-oriented writing instruction positively accounted for the variance of learner confidence, whereas language-oriented writing instruction did only negatively. In contrast, with regard to learner anxiety, a different pattern was noted: language-oriented writing and SAT-based instruction positively accounted for learners’ writing apprehension while writing-oriented writing instruction negatively did. Interestingly, learner motivation for English writing was significantly predicted by both writing-oriented and language-oriented writing instruction. These findings suggest that classroom teachers allocate their instructional time to writing instruction, and that they place more focus on writing itself than language when designing and implementing writing tasks and activities.