암기인식전략이 대학생 영어학습능력에 미치는 영향

Abstract

The purpose of the study is to explore the effects of changing students’ perception of their English memorization learning habits. College students in Korea usually tend to be tired of learning English by the time they enter university because the English secondary education curriculum has de-motivated them. Their affective ‘Learned Helplessness’ is inclined to make them resistant to learning English, and they become students called young-po-ja in Korean (someone who gave up learning English). In this situation, methods that may otherwise be effective are of no use in maintaining the student’s interest and giving them motivation to continue learning English. If this is not addressed, the gap between the good students and the young-po-ja will become larger. For this study, two surveys, an essay question, and a questionnaire, were administered in both 38-student class and 129-student class. The results of the two surveys showed that, among other factors, memorization is the biggest problem in students’ learning. Based on these results, an experiment with 38 students was conducted to determine whether changing the negative preconception of memorization into a positive view would affect their attitude toward learning English. In the process memorization strategies and a method of teaching students how to memorize were also explored. Three multi-word units memorization tests(one midterm and two delayed tests) and student reports were used for the final analysis. The results showed that the memorization perception strategy can promote their learning habits and improve their retention.