한국 영어교육 전공 대학생들의 영어학습 동기 변화 양상 비교연구: 회고록을 바탕으로

Abstract

This qualitative study analyzes the English learning (de)motivation process over the past ten years of 42 university students majoring in English education. The changes in participants’ motivation were categorized into four groups: the upward, ‘V’ pattern, downward, and inverse ‘V’ pattern groups. Students’ retrospective essays on their (de)motivation process of learning English were analyzed based on the Grounded Theory.
 The upward and ‘V’ pattern groups went through gradual English learning motivation due to positive language attitudes and human factors, respectively, while the downward and inverse ‘V’ pattern groups experienced gradual or sometimes rapid demotivation due to the learning factors such as learning methods. It is noteworthy that the significant demotivating factors, learning factors, are found in all four groups. However, the overall motivation pattern (gradual increase or decrease) varies depending on how students sensitize or appraise the external learning environment. It suggests that learners who have experienced demotivation need a chance to re-experience positive English learning attitudes based on their willingness to learn English for remotivation. In addition, solutions to learning factors, demotivating factors found in all four groups, will be discussed.