조기영어교육 경험 여부에 따른 초등학생의 영어학습에 대한 정의적 특성 연구

• 영문명: A study on the affective characteristics of elementary school students’ English learning depending on the experience of early English education
• 발행기관: 한국초등영어교육학회
• 저자명: 이서연 배지영
• 간행물 정보: 『초등영어교육』제30권 1호, 47~68쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.03.31

국문 초록

This study investigates the impact of early English education on the affective characteristics of English learning among fifth and sixth-grade elementary school students in South Korea. A total of 639 students, with parental consent, participated in the survey. The research found that 79.9% (511 students) had experienced early English education, with the initiation timing split between pre-elementary (246 students) and early elementary grades 1-2 (265 students). Utilizing a questionnaire developed from previous studies and adjusted for this research, the study measured affective characteristics including self-efficacy, anxiety, interest, motivation and attitude, and the perception of the necessity of English, across 40 items. The findings indicate that students with early English education displayed more positive perceptions across all measured affective domains, particularly in self-efficacy. Anxiety was also significantly impacted, highlighting the need for strategies to manage students’ anxiety levels and foster a positive learning environment. Moreover, students who began English education in pre-elementary stages showed higher scores in self-efficacy, interest, motivation and attitude, and the perception of the necessity of English, underscoring the benefits of early English learning initiation. This study underscores the significant role of early English education in developing positive affective characteristics towards English learning.

키워드

조기영어교육 early English education 초등영어교육 elementary English education 정의적 특성 affective traits 영어학습 English learning