영어 책임교육 프로그램이 중학생의 정의적 특성과 영어능력에 미치는 영향

초록

The purpose of this study is to understand how English Responsibility Education Program (EREP) helps middle school students to strengthen their affective characteristics and English ability. It also aims to explore how English ability is composed and assess the relationship among this program, affective characteristics and Communicative Language Ability (CLA). Research questions are investigated as follows. First, this study discusses affective characteristics based on English and the components of CLA derived by elements of 2015 revised English curriculum. Second, how this program influenced students’ affective characteristics and English ability was explored. As the main research method, English proficiency simulation test questions were used as a measurement tool to evaluate English ability, and a survey questionnaire on English subject-based affective characteristics was conducted simultaneously. The total number of participants was 518 students at 26 middle schools, located in 13 different regions of Gangwon province. The following theoretical considerations were made. First, confirmatory factor analysis suggests that the reading and writing task-activity model is more persuasive than the complementary model. It is assumed that reading and writing activities are effective tools to achieve English ability. Second, confidence, value, and interest except learning desire had a strong influence on English ability and had a theoretical explanation. Finally, these findings help to understand the abstract concept of CLA more closely through practical data. The results of this research have practical value by analyzing the impact of English-specialized programs designed for enhancing students’ affective characteristics and CLA.

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