시각장애학교 중등부 학생의 영어학습동기와 성취도

다국어 초록 (Multilingual Abstract)

The purposes of this study were to investigate and to analyze the English learning motivation and achievement level of secondary school students at the schools for visually impaired.
The subjects of this study were 363 secondary school students who were attending 12 schools for the visually impaired. They consisted of 216 male students and 147 female students.
The questionnaire used in this study was modified from Lee Ok Joo's English Learning Motivation Survey with help from 4 specialists in 6 domains such as self-efficacy, anxiety, achievement motivation, intrinsic motivation, extrinsic motivation, and attitude.
The data was processed SPSS 10.0 for windows.
The results were concluded.
Firstly, the visually impaired student's English learning motivation was different from characteristics. Female students were higher than male students in the intrinsic motivation, and extrinsic motivation. Middle school students were higher than high school students in the extrinsic motivation. The students of ages from 14 to 16 were higher than other age groups in the self-efficacy, achievement motivation, intrinsic motivation, and extrinsic motivation. School-age students were higher than over-school age students in the self-efficacy, achievement motivation, intrinsic motivation, and extrinsic motivation. The blind students were higher than low vision students in the attitude.
Secondly, the visual impaired student's English learning motivation was different from among English achievement levels. The students of high group were higher than other groups in self-efficacy, achievement motivation, intrinsic motivation, extrinsic motivation, and attitude. But the students in intermediate group didn't differ from the students in low group.
Thirdly, the visual impaired student's achievement motivation, intrinsic motivation, and extrinsic motivation showed positive correlation among English achievement levels. And achievement motivation, attitude, and extrinsic motivation influenced the English learning achievement levels.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 2
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 시각장애학생의 영어학습 = 4
• 2. 시각장애학생의 영어학습동기 = 6
• 3. 선행연구 = 18
• Ⅲ. 연구 방법 = 21
• 1. 연구 대상 = 21
• 2. 연구 도구 = 22
• 3. 연구 절차 = 23
• 4. 자료 처리 = 24
• Ⅳ. 결과 및 고찰 = 25
• 1. 시각장애학생 변인별 영어학습동기 = 25
• 2. 영어학습성취도 수준별 영어학습동기 = 35
• 3. 영어학습동기와 영어학습성취도의 상관관계 = 39
• Ⅴ. 결론 및 제언 = 41
• 1. 결론 = 41
• 2. 제언 = 42
• 참고문헌 = 43
• ABSTRACT = 48
• 부록 = 50