제3국 출생 탈북민 자녀들의 영어 학습 동기: 회고적 모티그래프와 면담을 통한 사례연구

Abstract

This research aims to explore the factors that influence the motivation and demotivation
 of third-country-born North Korean defectors in their English learning experiences, both before
 and after settling in South Korea. Motigraph and semi-structured interviews were conducted
 with two third-country-born North Korean defectors, and the transcribed interviews were
 analyzed based on Grounded theory. Overall, motivation to learn English significantly
 increased after settlement in South Korea. Prior to settlement, factors such as accessible or
 easy English classes and the aspiration to enter middle school positively impacted motivation,
 whereas memorization-oriented teaching methods decreased English learning motivation.
 Post-settlement, specific learning goals such as employment or university entrance, teacher
 encouragement, and comparison with South Korean students, emerged as motivating factors.
 However, challenges such as learning English grammar and difficulties with English language
 acquisition in a Korean-speaking environment made learning English difficult. Finally, we
 discussed strategies to assist third-country-born North Korean defectors in adapting to English
 education after settling in South Korea, focusing on practical and educational support.