영어능숙도, 한국에서의 학업성적 및 문화이해도가 조기 유학생의 자아형성 및 학업성취도에 미치는 영향

다국어 초록 (Multilingual Abstract)

The first part of this research focuses on the effects of studying abroad at an early age on adolescent English learners’ self-identity, which is also defined as language ego in this study. Four variables were considered to affect the formation and the development of one’s language ego: culture, friendship, school life, and parents. The participants were consisted of 32 students attending boarding schools in the United States at an early age and 40 students attending middle and high schools in Korea. A total of 72 students were surveyed and the results were analyzed using the SPSS.
First, there were significant differences between the students studying abroad at an early age and those studying at home in Korea in terms of language ego as well as the four factors influencing the ego. Second, analysis indicated that 36% of language ego of those studying abroad was accounted for four factors, which was a remarkably higher predictability that 3% of those studying at home in Korea. Of the four factors, school life was shown to influence language ego the most.
The second part of this research focuses on the effect of English skills on adolescent Korean students in the United States upon their adolescent language ego formation and school life. The participants consisted of 14 Korean high school students studying in the United States. Their TOEFL scores, middle school GPA in Korea, and high school GPA in the United States were analyzed. Students with better initial English skills displayed higher GPA for the first year of their education in United States’ schools than students with lesser initial English skills in Korea. However, after two years, there were no significant differences in the increase of GPA between two groups. Moreover, linear regression analysis indicated that 55% of GPA improvement among students studying in the United States was accounted for English improvement of these students. Students’ initial English proficiency was positively correlated with language ego formation only for the first year. There were no significant differences among students with higher and lower initial English proficiency when forming language ego in the second year.
Thirdly, analysis showed that students with higher GPA in Korea had significantly higher GPA in US for two years than those with lower GPA in Korea. On the other hand, students with lower GPA had significantly more improvement than those with higher GPA. It also indicated that higher GPA in Korea had significant effect on 35% of language ego formation only for the first year of studying in the US. Finally, students with a better understanding of US culture had more significant increase in English proficiency than those with poor understanding of US culture. Furthermore, the better understanding of US culture significantly enhanced students’ school life in US. As indicated in the survey analysis, the study showed that higher GPA in Korea and good initial English proficiency were highly influential in creating a happy life in the US, enabling successful transition into US schools academically. It also suggested that with suitable conditions provided, such as positive parental support and proper academic curriculum, a lower GPA and poor initial English proficiency may be improved more than those of the former group, and allows students to form a happy school life and language ego. In this sense, this research concluded that English proficiency and US school life were important elements in forming positive self-identity. Detailed results and related discussions are given.

목차 (Table of Contents)

• I. 서론······································································· 1
• 1. 연구의 필요성·········································································· 1
• 2. 연구 목적··············································································· 9
• II. 선행연구································································ 11
• 1. 조기유학··············································································· 11
• 2. 청소년의 자아 형성·································································· 13
• 3. 언어 자아(Language Ego)·························································· 18
• 4. 조기유학생의 문화 적응····························································· 23
• III. 연구방법······························································· 26
• 1. 연구 대상············································································· 26
• 2. 연구 도구············································································· 27
• 2.1 설문조사··········································································· 27
• 2.2 영어능력 평가도구······························································· 29
• 2.3 학교 생활 평가도구······························································ 29
• 2.4 면접조사 평가도구······························································· 29
• 2.5 문화 이해도 평가도구··························································· 30
• 3. 자료 수집 절차······································································· 30
• 3.1 설문조사의 수집 절차··························································· 30
• 3.2 영어능력 평가도구 수집 절차·················································· 31
• 3.3 학교생활 평가도구 수집 절차·················································· 32
• 3.4 면접조사 절차···································································· 32
• 4. 자료 분석 절차······································································· 33
• 4.1 1차 설문자료의 분석 절차······················································ 33
• 4.2 2차 설문자료, 영어 성적, 학교성적 및 문화교육 수강여부의 분석 절차· 34
• IV. 연구 결과······························································ 36
• 1. 조기유학과 청소년의 언어자아 형성·············································· 36
• 1.1 조기 유학생과 국내 청소년의 차이············································ 36
• 1.2 언어자아 형성의 세부요인 예측도············································· 38
• 2. 한국에서의 영어능숙도와 학업성취도 및 언어자아 형성······················· 40
• 2.1 한국에서의 영어능숙도가 학업성취도에 미치는 영향······················· 40
• 2.1.1 한국에서의 영어능숙도와 미국학교에서의 학업성취도의 관계········ 40
• 2.1.2 두 그룹 내의 미국학교에서의 학업성취도 비교························· 42
• 2.1.3 한국에서의 영어능숙도가 학업성취도 향상에 미치는 영향············ 43
• 2.1.4 영어능숙도의 향상이 학업성취도 향상에 미치는 영향················· 44
• 2.2 한국에서의 영어능숙도와 조기유학생의 언어자아 형성의 상관관계······ 45
• 3. 한국에서의 학업성적과 학업성취도 및 언어자아 형성·························· 47
• 3.1 한국에서의 학업성적이 학업성취도에 미치는 영향·························· 47
• 3.1.1 한국에서의 학업성적과 미국학교에서의 학업성취도의 관계··········· 47
• 3.1.2 두 그룹 내의 미국학교에서의 학업성취도 비교························· 49
• 3.1.3 한국에서의 학업성적이 학업성취도 향상에 미치는 영향··············· 50
• 3.2 한국에서의 학업성적과 조기유학생의 언어자아 형성의 상관관계