지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this study is to investigate the usage of and correlation between learning motivation and learning strategies of university freshmen students by their majors and English skill. Noels's test (2000) for motivation and Oxford's test (1990) for strategies, and TOEIC scores for English skill were applied for analysis. Participants of this study consisted of 284 university freshmen students from six different majors. Of these students, 146 students submitted their TOEIC scores. High and low level groups consisted of 40 students each, excluding 70 students of medium level. The result of analysis is as followed.
In terms of motivation, external and identified regulation of the four regulations were found to be utilized by the college students by every major, and both high and low English achievement levels.
Out of the six strategies presented in the Oxford's test, compensation strategies and meta cognitive strategies were found to be utilized the most by students in every major and both high and low English achievement levels.
The internal regulation were found to have the closest correlation with overall strategies by every major, and both high and low English achievement levels. High level group uses stronger strategies than the low level group does.
These results indicate that teachers need to motivate students to learn other various learning strategies to help students learn English more effectively.
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참고문헌 (29)
참고문헌 신청
Ames, C. / 1992 / Achievement goals and the classroom motivational climate, In Student Perceptions in the Classroom / Erlbaum
Ashton, P. / 1984 / Teacher efficacy: A motivational paradigm for effective teacher education / Journal of Teacher Education 35 : 28 ~ 32
Bialystok, E. / 1978 / A theoretical model of second language learning / Language Learning 28 : 69 ~ 83
Chamot, A. U. / 1987 / The learning strategies of ESL students, In Learner Strategies in Language Learning / Prentice Hall : 71 ~ 84
Cohen, A. D. / 1990 / Language Learning: Insights for Learners, Teachers, and Researchers / Heinle & Heinle
Ashton, P. / 1984 / Teacher efficacy: A motivational paradigm for effective teacher education / Journal of Teacher Education 35 : 28 ~ 32
Bialystok, E. / 1978 / A theoretical model of second language learning / Language Learning 28 : 69 ~ 83
Chamot, A. U. / 1987 / The learning strategies of ESL students, In Learner Strategies in Language Learning / Prentice Hall : 71 ~ 84
Cohen, A. D. / 1990 / Language Learning: Insights for Learners, Teachers, and Researchers / Heinle & Heinle
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