대안학교 성인 탈북민 영어학습자들의 영어학습 경험 연구

• 영문명: A study on English learning experience of adult North Korean refugees: Focusing on grounded theory
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 황명환(Hwang, Myunghwan) 전지현(Jeon, Jihyeon)
• 간행물 정보: 『영어교육연구』제32권 3호, 87~115쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.09.30

영문 초록

The study aims to explore the factors affecting adult North Korean refugees (ANKRs) English learning experience in an alternative school in South Korea. In-depth semi-structured interview was conducted to collect the data regarding their previous life trajectory, and perceptions to English learning experience. The interviews with 6 ANKRs and 2 English teachers were audio-recorded, transcribed, and analyzed utilizing grounded theory as an analytical method. The coded data revealed, ANKRs were experiencing severe distress while they learn English in South Korea. The learning distress, the core phenomenon under the study, seemed to stem from their 1) lack of English and learning skills; 2) lack of achievement; 3) previous Chinese learning experience; 4) needs to integrate with South Korean society; and 5) lack of time for English learning. In addition, lack of learning experience, economic and emotional instability and lack of English program tailored to ANKRs were found to influence ANKRs’ English learning distress. However, among ANKRs, several advantages were ascertained such as the use of Chinese learning strategies, achievement experience and perseverance as an affective strategy, all of which played a role in alleviating their learning distress. ANKRs reacted psychologically to English learning distress with low self-efficacy but also with impatience, ultimately leading to anxiety over their future. More pedagogical implications are discussed.

목차

I. 서 론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론 및 논의

참고문헌

키워드

성인 탈북민 영어학습 경험 근거이론 탈북민 영어학습 영어학습고충 adult North Korean refugee English learning experience grounded theory English learning of North Korean refugee English learning distress