초등학생의 영어 사교육 실태와 인식 조사

Abstract

본 연구는 초등학생의 영어 사교육 실태를 파악하여 영어 사교육에 대한 인식과 정의적 특성에 어떠한 영향을 미치는지 밝혀보는데 그 목적이 있다. 이와 같은 연구 목적을 달성하기 위해 영어사교육에 대한 선행 연구분석을 토대로 부산지역 3개 초등학교에서 사교육을 받고 있는 4,5,6학년 각 100명씩 총 300명을 대상으로 설문조사를 실시하였다. 자료의 통계분석을 위해 SPSS 14.0K를 이용하였고, 조사대상자의 일반적 특성 및 영어 사교육 수강과 관련한 실태의 전체적인 흐름을 파악하기 위해 빈도분석(백분율)을 실시하였다. 또한 본 연구의 목적인 학년별, 의사결정주체별 전반적인 인식 차이 비교를 위해 교차분석을 실시하였다. 각 영역에 대한 설문 문항은 단수 응답식, 복수 응답식, 5점 Likert 척도 등의 형태로 되어 있고, 각 문항별로 전체적인 빈도분석을 거친 후 카이 검증을 실시하였다.

This study aims to look into elementary students’ perceptions of private English education in terms of the differences among grades and decision agents. To this end, a total of 300 fourth, fifth, and sixth graders with private education in three elementary schools in Busan participated in the survey. The survey questions of each item were formed by single answer, multi-answer, and Likert scale. Cross analysis was conducted for each question after frequency analysis and problems related to Likert scale were grouped and ANOVA was conducted. The findings are summarized as follows. First, regarding the private educational institutes, they use English specialized institutes more than general institutes and home-study materials. The decision-makers of private education are parents, followed by voluntary choice. Second, as to overall perceptions of English private education, they firstly understand the concept of private education as the way to supplement their insufficiency. When it regards to the satisfaction, they are mostly positive for each item. They answers they feel the need of private education and continue to have it. If the decision-maker is the student, he or she feels higher need and satisfaction about private education. Third, as to characteristics of English private education lessons, the most often activities of English private lessons are test, writing and memorizing sentences and words, and reading a storybook, and the most interesting activities are game and talking to a foreign teacher in English. As to the function of language, they consider speaking, writing, reading, and listening important in order. In addition, they have similar preference for both foreign and Korean teachers because they think the class with Korean teacher’s sufficient explanation is more effective to improve English skills rather than foreign teacher’s lessons. Fourth, regarding the degree of participation among private education effects, they mostly show voluntary and positive participation. They are positive about the changes in academic accomplishment while negative about the lack of time, learning stress, boring school classes, and insufficient concentration. According to findings, voluntary participators show higher learning effects and positive perceptions of private education than those who study by their parents. Therefore, students should study English deeply after realizing the importance and the need so that they can obtain high learning effects. In addition, satisfaction, need, and emotional changes of private education shows lower graders have more positive effects. In short, higher graders lose their interest in English and the motivation is not maintained. Therefore, the supplementary classes are required by grasping the cause of losing interest in English of higher graders in both public and private education, and teaching methods suitable to the level of each grade are required to make them keep their interest.