통번역 교수자의 제2언어 성취동기 강화 모델 프로그램 개발을 위한 실행연구 - 비원어민 교수자의 L2 성취동기를 중심으로 - = Action Research on Development of Achievement Motivation Reinforcement Model Program for Second Language Acquisition by Teachers in Interpretation and Translation

다국어 초록 (Multilingual Abstract)

The present article conducts semi-constructive interviews for twenty non- native lecturers working at a Korean university department concerning translation and interpretation and a corresponding department at a Korean graduate school, and analyzes there cognition of language fluency by these teachers and their experiences in connection with the improvement of their Japanese proficiency and motivations for learning. The “future L2 self” of teachers whose Japanese proficiency is quite high consists of three factors in the two academic institutions: self-consciousness of Japanese fluency, identity of a non-native speaker, and motivations for further improving Japanese proficiency. The study indicates that different methods of delivering the knowledge of language are used in different environments and that the range of expressions used itself differs in the two environments. Since changes in fluency essentially form part of language teaching, these different environments, together with learner’s learning preferences, crucially affect teachers.

참고문헌 (Reference)

1 Creese, A., "Translanguaging and identity in educational settings" Cambridge University Press 35 : 20-35, 2015

2 Berry, R., "The role of language improvement in in-service teacher training: killing two birds with one stone" Elsevier 18 (18): 97-105, 1990

3 Edge, J., "The reflexive teacher educator in TESOL: Roots and wings" Routledge 28-56, 2011

4 Dörnyei, Z., "The psychology of the language learner: Individual differences in second language acquisition" Lawrence Erlbaum 1-20, 2005

5 Medgyes, P., "The non-native teacher" McMillan Publishers 10-18, 1994

6 Kramsch, C., "The multilingual subject" Oxford University Press 56-70, 2009

7 Hiver, P., "The interplay of possible language teacher selves in professional development choices" Sage 17 (17): 210-227, 2013

8 Cheung, Y. L., "The attitude of university students towards non-native speakers English teachers in Hong Kong" Sage 38 (38): 257-277, 2007

9 Papi, M., "The L2 motivational self system, L2 anxiety, and motivated behavior: a structural equation modeling approach" Elsevier 38 (38): 38-33, 2010

10 Islam, M., "The L2 motivational self system and national interest: a Pakistani perspective" Elsevier 41 (41): 231-244, 2013

11 Csikszentmihalyi, M., "Teaching well and liking it: motivation faculty to teach effectively" The John Hopkins University Press 72-89, 1997

12 Medgyes, P., "Teaching English as a second of foreign language" Heinle & Heinle 429-442, 2001

13 Yilmaz, C., "Teachers’ perception of self-efficacy, English proficiency, and instructional strategies" Scientific Journal Publishers 39 (39): 91-100, 2011

14 Chambless, K. S., "Teachers’ oral proficiency in the target language: research on its role in the language teaching and learning" Wiley-Blackwell 45 (45): 141-162, 2012

15 Bateman, B., "Student teachers’ attitudes and beliefs about using the target language in the classroom" Wiley-Blackwell 4 (4): 11-28, 2008

16 Bandura, A., "Self-efficacy: The exercise of control" Freeman 325-340, 1997

17 Mushayikwa, E., "Self-directed professional development: hope for teachers working in deprived environments?" Elsevier 25 : 375-382, 2009

18 Freeman, D., "Redefining boundaries: Exploring professional confidence in ELT teacher education" TESOL International Association 234-235, 2005

19 Talmy, S., "Qualitative interviews in applied linguistics: from research instrument to social practice" Cambridge University Press 30 : 128-148, 2010

20 Hock, M. F., "Possible selves: Theory, research and application" Nova Science 205-221, 2006

21 Oyserman, D., "Possible selves and academic outcomes: how and when possible selves impel action" American Psychological Association 91 (91): 188-204, 2006

22 Markus, H. R., "Possible selves" American Psychologist Journal 41 : 954-969, 1986

23 Piller, I., "Passing for a native speaker: identity and success in second language learning" Wiley-Blackwell 6 (6): 179-208, 2002

24 Kubanyiova, M., "Motivation, language identity and the L2 self" Mutilingual Matters 314-332, 2009

25 Dörnyei, Z., "Motivation, language identity and the L2 self" Multilingual Matters 350-356, 2009

26 Dörnyei, Z., "Motivation, Language identity and the L2 self" Multilingual Matters 9-41, 2009

27 Dörnyei, Z., "Motivating learners, motivating teachers" Cambridge University Press 23-31, 2014

28 Mercer, S., "Language learner self-concept: complexity, continuity and change" Elsevier 39 (39): 335-346, 2011

29 Mesthrie, R., "Introducing sociolinguistics" University of Edinburgh Press 35-45, 2009

30 Charmaz, K., "Handbook of qualitative research" Sage 359-380, 2011

31 Kumazava, M, "Gaps too large: four novice ESL teachers’ self-concept and motivation" Elsevier 33 : 45-55, 2013

32 Watze, J. L., "Foreign language pedagogical knowledge: toward a developmental theory of beginning teacher practices" Wiley-Blackwell 91 (91): 63-82, 2007

33 Horwitz, E. K., "Even teachers get the blues: recognizing and alleviating language teachers’ feelings of foreign language anxiety" Wiley-Blackwell 29 (29): 336-372, 1996

34 Hafernik, J. J., "Ethical issues for ESL faculty : Social justice in practice" Lawrence Erlbaum Associates 15-35, 2002

35 Charmaz, K., "Constructing grounded theory" Sage 22-56, 2006

36 Benesch, S., "Considering emotions in critical English Language teaching: theories and praxis" Routledge 98-120, 2012

37 Fraga-Cañadas, C. P., "Beyond the classroom: maintaining and improving teacher’s language proficiency" Wiley-Blackwell 43 (43): 395-421, 2010

38 Strauss, A., "Basics of qualitative research: Techniques and procedures for developing grounded theory" Sage 57-78, 1998

39 Strauss, A., "Basics of qualitative research: Grounded theory procedures and techniques" Sage 125-143, 1990

40 Abrahamsson, N., "Age of onset and nativelikeness is a second language: listener perception versus linguistic scrutiny" Wiley-Blackwell 59 (59): 249-306, 2009