우리나라 고등학생의 영어학습에 대한 신념연구

다국어 초록 (Multilingual Abstract)

This study investigated the beliefs about English learning by high school students in Korea. The relationship between learners beliefs and English proficiency was also studied.
A total of 300 high school students participated in the study. An English Learning Questionnaire, which was composed of a self-report measure - Horwitzs(1987) Beliefs About Language Learning Inventory, was translated into Korean and administrated to the students during their regular English classes. Also, students last semester English scores were used as their English proficiency.
Factor analyses were computed to determine the underlying composite belief variables. The results showed that many students had positive self-efficacy about learning English. They endorsed ideas about the importance of practice and they were optimistic about their success in achieving high English proficiency, though the majority perceived English as very difficult.
Two significant Pearson correlations between the composite belief and English proficiency were obtained. The first significant linkage related learners beliefs about expectation and self-efficacy about learning English to their English proficiency. The second significant linkage related learners beliefs about the value and methods of learning English.
Also, multiple regressions between the composite belief and English proficiency were obtained. Expectation and self-efficacy about their success in learning English turned out to be the most predictive of their English scores, followed by the value and methods of learning English.
The results of this study suggested that the relationships between beliefs and English proficiency might not be strong. But, learners beliefs likely affect their English proficiency, high English proficiency may also influence learners self-efficacy and other beliefs about language learning.