세계 영어(World Englishes)에 대한 한국 고등학생의 태도와 인식에 관한 연구

다국어 초록 (Multilingual Abstract)

As the world has become globalized, English is an international language spoken not only in certain countries like Britain or USA but also in other many countries around the world. Additionally, English is being used in many parts of the world as a tool of communication and it has multiple identities. With a demand for raising awareness of varieties of English, there have been claims that the term 󰡒English󰡓 should be changed into 󰡒Englishes󰡓 to reflect sociolinguistic reality. Thus, the notion of 󰡒World Englishes󰡓 has been proposed to describe the expansion and global functions of English. Native speakers' ownership of English has already been called into question. There are many more speakers of World Englishes and people who use English as international language than there are native speakers of it. That is, English belongs not only to native speakers, but to all English speakers. Therefore, the new perspective needs to be incorporated into English education in Korea.
This paper aims to examine how Korean EFL learners understand English as international language and suggest an alternative for English education in Korea under the result of this study. In order to achieve the aim of the study, a total of 460 Korean high school students across the country were selected for a questionnaire-based survey. A 25- question survey was used to examine the perception and attitude of them. The result could be summarized as below.
First, most of the participants acknowledge the importance of English as a international language and agree with a tool of communication between countries or societies in the global society. However, they relatively hesitate to agree that English is spoken by everyone regardless of speakers' level or occupation.
Second, the participants show a preference of ESL. They answer that they prefer English teachers regardless of their nationalities and they can consider going to other countries that use English as a secondary language such as the Philippines or India for their English study. Also this paper shows that they accept Koreanized English, but the degree of their agreement was not that high. That is, we can know that Korean high school students has much a more progressive tendency about ESL and EFL than we expected.
Third, they have a considerable perception for ownership of English shared not only by native speakers also but by any speakers of English. They show more understanding on World Englishes and the better attitude about the English variation they have.
Sometimes, we are amazed by considering that Korean learners have received an American and British English-centered education. This paper suggests that English teachers in Korea are required to introduce the World Englishes perspective and help their students to be exposed to the varieties of English. They need to emphasize that English is a global language shared by everyone as a tool for international communication. These efforts will come to raise Korean EFL learners' awareness of different varieties of English and also enhance their self-confidence.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1.1 연구의 필요성 1
• 1.2 연구 문제 3
• 1.3 연구 내용 4
• 1.4 세계 영어에 대한 태도 연구의 한계점 5
• Ⅱ. 이론적 배경 7
• 2.1 국제어로서의 영어(EIL) 7
• 2.2 세계 영어(World Englishes)란 무엇인가 10
• 2.2.1 세계 영어의 개념 10
• 2.2.2 세계 영어의 모형 12
• 2.2.2.1 Kachru의 원형 분류 모델(Three Circle Model) 12
• 2.2.2.2 McArthur의 세계 영어 원형도 14
• 2.2.2.3 Modiano의 국제어로서의 영어 분류 모델 16
• 2.3 선행 연구 18
• 2.3.1 한국 영어 학습자들의 세계 영어에 대한 태도 18
• 2.3.2 선행 연구와 본 연구의 차이점 20
• Ⅲ. 실제 연구 21
• 3.1 연구 방법 및 대상 21
• 3.1.1 연구 대상자의 선정 이유 21
• 3.1.2 연구 대상의 특성 22
• 3.2 연구 도구 및 절차 25
• 3.2.1 설문지의 문항 구성 25
• Ⅳ. 연구결과 분석 및 논의 27
• 4.1 연구 대상자의 영어 학습 환경 분석 27
• 4.1.1 응답자의 주요한 영어 학습 목적 27
• 4.1.2 학습을 위해 영어를 접하는 방식 29
• 4.1.3 해외 거주 경험 31
• 4.2 현재 학교 내 영어 학습 상황 분석 33
• 4.2.1 학교 내에서 주로 접하는 외국인 출신지 33
• 4.2.2 학교 내에서 이루어지는 세계 영어 학습 35
• 4.3 국제 공용어로서의 영어에 대한 인식 분석 37
• 4.4 영미권, 공용어권, 한국식 영어에 대한 선호도 분석 41
• 4.4.1 영미권 영어에 대한 선호도 41
• 4.4.2 공용어권 영어에 대한 선호도 45
• 4.4.3 한국식 영어에 대한 선호도 49
• 4.5 EIL 소유권에 대한 인식 분석 52
• 4.6 결과요약 및 논의 55
• 4.6.1 국제 공용어로서의 영어 인식에 대한 분석 결과 55
• 4.6.2 영어 다양성에 대한 태도에 나타난 EIL 인식 분석 결과 56
• 4.6.3 영어 소유권에 대한 인식 분석 결과 57
• Ⅴ. 결론 및 제언 58
• 참고문헌 62
• Abstract 65
• <부록> 67