4명의 한국 성인 학습자들의 영어 말하기를 저해하는 요인 : 사회문화적 요인을 중심으로

다국어 초록 (Multilingual Abstract)

It has long been believed that participation in verbal interaction offers language learners the chance to follow up on new words and structures to which they have been exposed during language lessons and to practice them in context. Participation in interaction can play an important role in oral proficiency in English.
Research in Second language acquisition(SLA) has focused on the questions regarding the psychological process of language learning with less concern for the wider sociocultural context. If any, many of the studies have mentioned on factors arising from the learner’s relationships with their target language groups and less on factors arising from their relationship with their own ethnic groups. EFL learners like Korean adult are subject to pressures, evaluations from members within their own group or society and it may influence on their ultimate oral proficiency in English.
Thus, this article is for knowing why the 4 Korean adults English’ learners don’t speak English in class and participate in communication with others in their groups. The 4 participants voiced sociocultural, institutional(hak-won), personal/affective, grammar factors affecting their English speaking. Among these factors, I will focus on sociocultural context like a competition-comparing oneself to others, interaction problems with others, others evaluation, educational backgrounds and so on.
And then, I will discuss the Korean cultural beliefs, backgrounds and its relationships with the factors debilitating the 4 Korean adults’ oral proficiency in English. Data collection was obtained by interviewing the 4 Korean adults.