영어학습자의 성격유형이 학습전략사용과 학업성취도에 미치는 영향
(The) Effect of personality type on strategy use and English achievement level
영어학습자 학습전략 학업성취도 영어교육;
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The purpose of this study is to investigate the effect of Korea middle school students' personality types on language learning strategy use and English achievement level. One of the major current trends in language teaching is its shift of focus from teacher-oriented whole class approach to learner centered approach. In this regard, learners' individual factors are considered to play an important role in learning a language and personality is one of the factors that needs to be discussed more in depth. To better understand and explore the relationship between personality types and English learning, this study asks the following research questions. 1. Will there be any differences in language learning strategy use according to personality types? 2. Will there be any differences in English achievement according to personality types? 3. Will there be any differences in English achievement and language learning strategy use according to gender of learner? 4. Will there be any effects on English achievement according to interaction effect of personality types and language learning strategy use? The first term exam scores were used to measure students achievement level. The MBTI survey and the SILL(Strategy inventory language learning) survey were administered to 207 middle school students in J city in Korea. The data were analyzed using Pearson's Product Moment Correlation and Multiple Regression Analysis. The major findings of this research are as follows: 1. There was no significant difference in language learning strategy use between Extroversion and Introversion types, Sensing and Intuition types, Thinking and Feeling types. But there was a significant difference in language learning strategy use between Judging and Perception types. The judging type students preferred using cognitive, metacognitive, and affective strategies. 2. There was a significant difference in English achievement between Extroversion and Introversion types, Judging and Perception types. The Introversion and Judging type students performed better than the others. 3. There was no significant difference in language learning strategy use between male and female. But there was a significant difference in English achievement. 4. Using language learning strategy had a significant impact on English achievement. The students' English achievement scores were determined by use of three strategies such as cognitive, compensation and affective strategy(R square: .360). The interaction effect of Thinking/Feeling types and language learning strategy use had a significant effect on English achievement level. According to the results, both personality types and gender have significant effects on strategy use and achievement level. Further research is needed which includes subjects from various age groups and areas since the subjects were only from one middle school in Korea.