조기영어 공교육이 영어학습에 대한 자기결정동기 및 언어정체성에 미치는 영향 = Influence of early formal English education on self-determined motivation for English Learning and Language identity

다국어 초록 (Multilingual Abstract)

This study investigates the possible influence of early formal English education at Elementary schools on the self-determined motivation of students in the lower grade levels for English learning and linguistic identity. Most Korean Elementary school students in the lower grade levels have English learning experience whether in private education sectors or in formal schools. The results of this study show that introducing English education early in the regular school sector has positive effects on the students` autonomy-regulated(self-determined) motivation for learning English but has no significant deteriorating effects on linguistic identity. Structural Equation Model of the study also shows that early formal English education has positively influenced autonomy-regulated motivation for learning English. In addition, the model indicates that this autonomy-regulated motivation has small but significant mediation effect on English performance as measured by the YLE test and has no significant effect on linguistic identity and control-regulated motivation for learning English.

참고문헌 (Reference)

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