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영어 학습자 동기 및 탈동기 요인분석: 학습동기 회고록 및 면담을 바탕으로
오신유,김태영 한국영어학회 2022 영어학 Vol.22 No.-
This paper identifies how the factors that increase or decrease learners’ English learning motivation differ according to the upper and lower motivation groups. A total of six undergraduate students were selected among 41 students, with three highest motivators and the other three lowest. They reflected on their English learning processes over the past ten years from the third grade of elementary school to the third grade of high school with critical reflective essays, marking annual changes in their L2 learning motivation on the ‘motigraph.’ In addition, semi-structured interviews were conducted, and all the data were comprehensively analyzed with Grounded Theory. The results present that learners with high learning motivation could maintain their motivation due to internal factors such as specific learning goals or learning experiences. In contrast, learners with low motivation were remotivated due to external factors such as learning situation and their acquaintances. Both groups commonly experienced a significant decrease in learning motivation during middle school due to excessive academic pressure or skepticism from test-oriented learning environments. However, it should be noted that both groups at the high school level assessed the ‘grade’-related factors differently as positive or negative, respectively. This paper emphasizes the crucial role of cognitive appraisal, goal-setting, and mindset.
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북한의 2013 교육과정 개정 전·후 고등학교 영어교과서 비교분석
오신유,김태영 현대영어교육학회 2020 현대영어교육 Vol.21 No.1
This paper aims to investigate the recent changes in English education in North Korea and compare the differences in pre- and post-2013 Revised Curricula in high school English textbooks. To this end, three post-2013 Revised Curriculum high school textbooks are compared with three pre-2013 Revised Curriculum textbooks. By using contents analysis, particularly relying on Coh-Metrix, these textbooks are compared considering three categories: physical characteristics and chapter/content organizations, topics, and readability in each school year. First, along with listening materials, a renewed emphasis on English verbal communication was found in the revised textbooks. Second, revised textbooks included more practical topics such as science, technology, and everyday life, whereas pre-revision textbooks comprised of more communist ideology, idolizing the Kim family, and promoting patriotism. Third, in terms of readability of textbooks, the analysis of Coh-Metrix revealed that the burden of learners increased due to the exponentially increased volume of new vocabulary textbooks. However, in the case of pre-2013 textbooks, the difficulty level of reading sections in each year fluctuated, whereas that of the post-2013 textbooks presents a steady increase as students advance in their school grade.
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한국 초등 영어교육과정 25년사: 제6차에서 2022 개정 교육과정까지
오신유,김태영 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.3
This study undertakes a comprehensive analysis of the elementary English curricula in Korea since the implementation of elementary English education in 1997. The research examines the transformations that have occurred in the curriculum’s 1) nature and objectives, 2) content system and achievement standards, and 3) teaching-learning methods and assessment aspects across six revisions. Employing a systematic literature review methodology, the study scrutinizes the six curricula to shed light on the changes that have transpired. Despite several revisions, the fundamental nature and objectives of elementary English education continue to emphasize the significance of early English education in cultivating students’ interest and confidence in learning English. Different configurations were found for the content system. The teaching-learning methods and assessment standards were simplified, and their objectives were changed from being organized by individual grades to being organized by grade groups. Consequently, achievement standards also tended to decrease quantitatively. This paper also discusses the implications of these curriculum changes for English education in Korea.
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