한국 고등학생의 성별에 따른 영어 학습 신념과 책략 = A Relationship between beliefs and strategies about English learning and sex of the Korean high school students

다국어 초록 (Multilingual Abstract)

With attention on learner-centered education increasing since the 1970's, research in second language acquisition has focused on exploring individual differences of learners that affect the language learning process. Researchers has identified sex, motivation, learning style, belief, language learning strategies, and prior learning environment as factors influencing the success of second/foreign language learning.
The purpose of this study is to investigate the relationships between beliefs about English learning, the use of English learning strategies and the sex of the Korean high school students in learning English as a foreign language. This study is based on the factor analytic findings of two self-report questionnaires, the Beliefs About Language Learning Inventory(BALLI) and the Strategy Inventory for Language Learning(SILL). The subjects are 200 boys' and girl' high school students.
The major findings are as follows : First, with respect to beliefs about English learning, many students had the belief that English is a difficult language to learn. Most of the students also believed that practice and repetition is the best way to study English. Second, There weren't statistically significant differences in learning beliefs except 'beliefs about the difficulty of English leaning' and 'beliefs about the nature of English leaning'. Third, with the respect to the use of learning strategies, Korean high school students are limited in their use of language learning strategies in terms of frequency and kinds. They use the simple and direct strategies such as compensation strategies most frequently, cognitive strategies. Fourth, female students used the strategies more frequently than male students, especially Meta-cognitive strategies and affective strategies. Finally, relationships were found between English learning beliefs and strategies according to sex. Boys showed that the 'beliefs about the motivation and expectation of learning language' had the strongest corelation with the compensation strategies, while girls' 'beliefs about the difficulty of learning language' showed strong corelation with overall strategy use.
These findings provide evidence that students' beliefs about English learning are co-related to their use of English learning strategies.
The result of this study suggests that students as well as teachers should pay attention to beliefs about English learning, and it is also needed to find out appropriate strategies based on them according to sex.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1.1 연구의 필요성 및 목적 = 1
• 1.2 연구 방법 = 3
• Ⅱ. 이론적 배경 및 선행 연구 = 4
• 2.1 영어 학습의 신념 = 4
• 2.2 영어 학습의 책략 = 8
• 2.3 영어 학습의 신념과 책략 = 13
• Ⅲ. 연구 방법 = 17
• 3.1 연구 대상과 기간 = 17
• 3.2 연구 도구 = 17
• Ⅳ. 결과 분석 및 논의 = 19
• 4.1 자료 분석 방법 = 19
• 4.2 영어 학습자의 신념 분석 = 19
• 4.3 영어 학습자의 책략 분석 = 31
• 4.4 성별에 따른 신념과 책략의 상관관계 = 44
• Ⅴ. 결론 및 시사점 = 48
• 참고문헌 = 52
• 영문초록 = 55
• 부록 = 57