고등학교 영어학습자들의 문법학습에 대한 인식과 문법 학습전략에 관한 연구

Abstract

The purpose of this study is to find out high school students' perceptions of grammar learning and their learning strategies, and then to analyze the correlations between these perceptions and learning strategies. For this purpose, this study conducted a survey about high school students' perceptions of grammar learning and their learning strategies. The section of grammar perceptions was constructed based on Cho(2008)'s questionnaire, and the grammar learning strategies section was constructed on the basis of Oxford's(1990). The results of statistical analysis are as follows: First, after consideration for the survey of students' in grammar perceptions with two factors, the importance of grammar and the necessity for explicit learning method, it is found the majority of the students had positive perceptions about current grammar learning methods. The independent samples of T-test to see if there is a significant difference according to gender and levels of the students showed that the significant difference between male & female students appeared in the necessity for explicit learning method. The female students had higher perception for the necessity than male students. Also, in the results the survey to find out whether there is a significant difference according to the learning level of students, there was no significant difference between the top group and the sub group. Second, the frequency of the use of learning strategies showed that they use it for compensatory strategy, memory strategy, affective strategy, cognitive strategy, social strategy and metacognitive strategy. And in terms of gender, there was a significant difference between the groups in the affective strategy: female students used affective strategies more frequently than male students. But in terms of learning levels, there was no significant difference between the top group and the sub group. Third, as a result of analyzing the correlation between grammar inception and learning strategies, there were significant differences by each factor. Above all, higher awareness of grammar learning showed a positive correlation, which means that students are using grammar learning strategies frequently, and especially it was investigated that they used a lot of compensatory strategy. Finally, it was found that if the learners have more positive awareness for learning strategies, they use more effective learning strategies. These findings also suggest that it is indeed important to teach the effective grammar learning strategies: and what is more important is to increase the positive awareness of learners to grammar learning.