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Acknowledgements
Abstract
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CHAPTER 1: INTRODUCTION 13
CHAPTER 2: LITERATURE REVIEW 16
2.1. Motivation in Language Learning 16
2.1.1. Integrative vs. Instrumental Motivation 16
2.1.2. Intrinsic vs. Extrinsic Motivation 19
2.1.3. Motivation Paradigm Shift 22
2.2. Situational Factors Affecting Motivation 26
2.2.1. Motivation in Foreign Language Learning 26
2.2.2. Motivation and Primary School Students’ Language Learning 30
2.3. Motivation and Language Achievement 33
2.4. Model School Study Reports 35
2.4.1. Baekil Elementary School (1998) 35
2.4.2. Buhueng Elementary School (1998) 37
2.4.3. Sangnam Elementary School (2002) 38
2.4.4. Samchuck Elementary School (2002) 40
2.4.5. Guhwon Elementary School (2003) 41
2.5. Summary of Literature Review 42
CHPATER 3: RESEARCH METHOD 45
3.1. Subjects 45
3.2. Materials 47
3.2.1. Questionnaire 47
3.2.2. English Achievement Measure 48
3.3. Procedures 49
3.4. Data Analysis 50
CHAPTER 4: RESULTS AND DISCUSSION 52
4.1. Analysis of the Motivation Questionnaire 52
4.2. Differences in Personal Background and Motivation between the Two Schools 55
4.3. Differences in English Achievement between the Two Schools 58
4.4. Predictor Variables of English Achievement 58
4.5. The Relationship between Motivation, Self-study Hours and English Achievement 61
4.6. Interviews with a Homeroom Teacher in Each School 64
4.6.1. English Language Teaching in a Model School 64
4.6.2. English Language Teaching in a Non-model School 67
CHAPTER 5: IMPLICATIONS OF MODEL SCHOOLS 70
5.1. Opportunities for Experiencing English 70
5.2. Teaching Materials and Methodology 73
5.3. Teacher Development Programs 75
CHPATER 6: CONCLUSION 77
REFERENCES 80
APPENDIX A: Questionnaire 85
APPENDIX B: English Achievement Test for 5th Graders 88
APPENDIX C: Tapescript of the Test 91
국문초록 93
VITA 95
TABLE 1: Personal Characteristics of Groups Sampled 46
TABLE 2: Factor Loading of Motivation Questionnaire Items 53
TABLE 3: Factor Analysis for Motivation Questionnaire 54
TABLE 4: Descriptive Statistics of Six Variables 56
TABLE 5: Multivariate Tests of Six Variables 57
TABLE 6: Tests of Between-Subjects Effects 57
TABLE 7: Means Comparison of Achievement Scores 58
TABLE 8: Stepwise Regression Analysis of Achievement Score 59
TABLE 9: Coefficients of Variables 60
TABLE 10: Correlations Between Motivation, Self-study Hours, and English Achievement 62
TABLE 11: Correlations Between Motivation and English Achievement in Each School 62
FIGURE 1: Orientation Subtypes Along the Self-Determination Continuum 20
FIGURE 2: Components of Foreign Language Learning Motivation 24
FIGURE 3: A Three-Stage Model of Motivation 26
FIGURE 4: Indirect Effect of Motivation on Achievement 63
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