상위수준 중학생 학습자들의 영어학습동기 인식 : 질적 연구

다국어 초록 (Multilingual Abstract)

Motivation is the reason one starts the learning process, the drive behind the decision to continue learning, and the key to predicting one’s learning achievement. This is why, of the many affective variables that can gauge the success of one’s English learning, motivation has received the most attention. Motivation studies has been established as a major academic subfield in English education studies in South Korea as well; however, qualitative studies on secondary school students are relatively few. Students with advanced English fluency have received especially limited scholarly attention, most probably because students with high levels of achievement are generally thought to have high levels of learning motivation as well. Yet, would high-achieving students have sustained high levels of motivation in South Korea’s EFL environment and an educational reality in which many reasons external to the learner, rather than one’s own will, determines whether one starts and continues learning English?
This study aims to examine the diverse motivational aspects of advanced middle school students through their experiences of learning English. Four specific research questions are raised to this end. First, how do participants perceive changes of their own motivational levels throughout each period? Second, what are the factors influencing the motivation of each period? Third, what are the current motivational statuses of the participants, based on self-determination theory? Finally, what roles do ideal L2 selves play in influencing learning motivation? To answer these questions, this study used qualitative research methods, because they were judged to be most fit to examine the thoughts and experiences of the participants.
This study utilized narrative frames, a qualitative data collection method. Narrative frames were used as a tool to select participants as well. Potential participants were screened based on the recommendations from educational institutions and mock TOEFL scores; then, six participants were finalized through narrative frames, a form of writing that provides pre-written headings. Two sessions of retrospective storytelling through writing essays with the narrative frames, then two sessions of semi-structured interviews were conducted. The data, which was collected with a one-to-two-month term in between each session, were transcribed, coded by meaning unit, and analyzed.
Results showed that participants had the highest motivational levels in the lower grades of elementary school, and the lowest levels in the higher grades of elementary school. Participants indicated that these low levels in the upper grades of elementary school either were sustained or rose slightly in middle school. These high-achieving students shared three main experiences, starting English relatively early in their lives, not only learning English in school but also receiving private English education, and being motivated or demotivated through interactions with family, teachers, and peers, but the factor of teacher influence was most notable. The most visible motivational subtype of the participants was external regulation, such as being motivated by good grades or college admissions; yet, interestingly, participants also scored high on motivational subtypes with high degrees of self-determination, such as identified regulation and intrinsic motivation. Participants also were shown to possess very specific and vivid ideal English selves. These self-images manifested even in participants that perceived themselves to have low motivation to learn English. This seems to be because participants’ possession of ideal English selves caused them to continue performing motivational behavior (e.g. completing homework, trying to concentrate in class) irrespective of their actual motivational statuses at a given time.
Based on these findings, this study proposes the following. First, English education that explicitly presents linguistic forms such as vocabulary or grammar must be avoided in the elementary school period. Many high-achieving students who started learning English since they were young typically encounter linguistic forms of English during their upper grades in elementary school through parents or private educational institutions. An alternative educational approach that continues to develop the English fluency levels of advanced learners yet does not harm the motivation of these learners should be provided. Second, we must start a serious conversation on teaching strategies to maximize English learning motivation. Now that the positive impact of possessing ideal English selves on learning motivation has been confirmed, classes that develop students’ ideal English selves must be actively studied and implemented. Third, more effort must be put into motivating English teachers. The participants of this study recount the critical roles teachers have played on their motivation and demotivation throughout all learning periods. Lastly, to provide a better English education for students of all English backgrounds, this study proposes the reimplementation of well-designed classes separated by levels.

목차 (Table of Contents)

• CHAPTER 1 INTRODUCTION 1
• 1.1 Background of the study 1
• 1.2 Significance of the study 5
• 1.3 Purpose of the study 71.4 Limitations of the study 9
• 1.5 Definitions of the terms 10
• 1.6 Chapter overview 14
• CHAPTER 2 LITERATURE REVIEW 15
• 2.1 Overview of L2 motivational theories 15
• 2.1.1 Socio-educational model 16
• 2.1.2 Self-determination theory 18
• 2.1.2.1 SDT in L2 motivation 21
• 2.1.3 Process model 25
• 2.1.4 L2 motivational self system 28
• 2.2 L2 motivational factors 33
• 2.2.1 Influence of significant others 36
• 2.2.1.1 Parental influence 36
• 2.2.1.2 Influence of teachers 38
• 2.2.2 Self-esteem, self-perception 42
• 2.3 Motivation change in the Korean context 44
• 2.4 Qualitative research and narrative frames 46
• 2.4.1 Qualitative research 46
• 2.4.2 Narrative frames 49
• 2.4.3 Narrative inquiry research on L2 motivation 52
• CHAPTER 3 RESEARCH DESIGN AND METHOD 55
• 3.1 Research questions 55
• 3.2 Research design 56
• 3.2.1 Triangulation 56
• 3.3 Participants 57
• 3.3.1 Amy 59
• 3.3.2 Vanessa 60
• 3.3.3 Cindy 61
• 3.3.4 Debora 61
• 3.3.5 Ethan 62
• 3.3.6 Paul 63
• 3.4 Instrumentation 64
• 3.4.1 The frames 64
• 3.4.1.1 Pilot study 64
• 3.4.1.2 The first frame 65
• 3.4.1.3 The second pilot study 67
• 3.4.1.4 The second frame 68
• 3.4.2 Language Learning Orientation Scale (LLOS) 69
• 3.4.3 Interview guides 70
• 3.5 Data collection procedure 71
• 3.5.1 Writing data 71
• 3.5.2 Interview data 72
• 3.5.2.1 First interview 72
• 3.5.2.2 Second interview 73
• 3.6 Data analysis procedure 73
• CHAPTER 4 RESEARCH FINDINGS 76
• 4.1 English learning experiences of each participant 76
• 4.1.1 Amy: motivated by praise from mother and teachers 76
• 4.1.2 Vanessa: I learn because I want good grades 81
• 4.1.3 Cindy: I want to use English like a native speaker 85
• 4.1.4 Debora: I don’t know why I should learn 89
• 4.1.5 Ethan: it’s fun to watch American movies 93
• 4.1.6 Paul: I hate grammar and the academy 96
• 4.2 Motivational perception of the advanced learners by periods 101
• 4.2.1 Pre-school age 101
• 4.2.1.1 Starting early at a young age 101
• 4.2.1.2 Naturalistic learning setting 102
• 4.2.1.3 Mothers and older siblings as influencers 103
• 4.2.1.4 Foreign teachers as a window for target culture 104
• 4.2.2 Lower grade period in elementary school 105
• 4.2.2.1 Affirmative interaction with teachers and peers 105
• 4.2.2.2 High self-esteem as a good language learner 105
• 4.2.3 Upper grade period in elementary school 106
• 4.2.3.1 Learning situation gap 106
• 4.2.3.2 Compulsory learning situation 107
• 4.2.3.3 Difficult grammar and vocabulary 108
• 4.2.4 Middle school period 109
• 4.2.4.1 Grades matter 109
• 4.2.4.2 Competitive motivation 112
• 4.2.4.3 Teacher-related factors 114
• 4.3 The ideal English selves and their roles 116
• CHAPTER 5 DISCUSSION AND CONCLUSION 118
• 5.1 Discussion 118
• 5.1.1 Features of the advanced learners’ experiences 119
• 5.1.1.1 Early beginnings and consistent learning 119
• 5.1.1.2 Private education: a double-edged sword 120
• 5.1.1.3 Self-concepts and intrinsic motivation 121
• 5.1.2 Motivational change over time 122
• 5.1.3 Current motivational status 123
• 5.1.4 Perceived factors affecting motivation or demotivation 124
• 5.1.5 The importance of the ideal L2 selves 128
• 5.1.6 Narrative frames as feasible tools for qualitative motivation research 129
• 5.2 Pedagogical implications 131
• 5.3 Further research suggestions 133
• APPENDICES 134
• REFERENCES 148
• ABSTRACT IN KOREAN 164
• ACKNOWLEDGEMENTS 167