This study was conducted to find the nature of foreign language learning experienced by college students who have studied English as a required subject for 9 years since they were third grade in elementary school. Two research question were as follows... This study was conducted to find the nature of foreign language learning experienced by college students who have studied English as a required subject for 9 years since they were third grade in elementary school. Two research question were as follows: 1. What are the language learning experiences of college students? 2. What is the essential meanings of foreign language learning experienced by college students? The participants in this study were eight college students from the area of Busan and Gyeongsangnam-Do. The data were collected from June to November, 2016, and 2~3 times in-depth interviews were performed. Each interview lasted about an hour and a half. In the judgement that the exploratory work for their experiences should be done to provide a deeper understanding, Giorgi(1997)’s phenomenological method was applied to analyze the data. As a result, 219 significant statements were derived, which were grouped 27 sub-components, and then were divided into 7 categories of themes. The 7 themes are “pleasant initial encounter with a foreign language”, “english learning as a simple labor of brains”, “feeling like studying english not for the language learning but for getting good grade”, “evaluating oneself and forming positive/negative perception about language on what others do”, “knowing that the real life experiences is important for language learning”, “believing that foreign language as a inevasible strategy for life even it’s a source of problem”, and “having a mind of one’s own learning goal and the way of learning foreign language”. From the research findings, the essential meaning of foreign language learning experienced by college students is as follows. Whether when they are exposed to a certain language, whether what language they studied at first, or whether in what ways they learned the language, it was curious and pleasant experience for them to learn something new. But the education system in Korea to be evaluated by the grades made them find their own way to survive in the school life. The more they continuously took an effort to memorize as much texts and vocabularies as they can, the more they felt the language is not a tools of communication but one of memorization-oriented subjects. They didn’t learn English as a language. They merely learned the facet of English as vocabularies, grammar, reading, or listening. They were interested in what types of test questions they were strong or weak. They were under stress whenever they compare their grades, pronunciation, or the number of vocabularies they memorize with others. They had a preconception that it was essential to have a conversation with a foreigner in complete sentences before they had a experience to communicate with a foreigner using only a few words in unexpected situations. Through the experience they had confidence and thought that they could do something. Mandatory studying of English without any intrinsic motivation was a headache and hostile ties for them. But they became to have subjectivity for the methods in learning of foreign languages based on their learning experiences, which will help to plan the efficient learning coaching. In conclusion, this study have found what are the essential meanings of foreign language learning for college students. It will be a toehold to plan the efficient learning coaching program for the elementary, middle, and high school students, including their parents based on the results. And it will help to design the curriculum which will be suitable for the Korean students. * keyword : meaning of foreign language learning, foreign language learning experience, college student, phenomenological study, Giorgi ，免费韩语论文，韩语论文范文 |
