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This study aims at assuring effects of inquiry study on the improvement of student's learning motivation. In other words, this study confirm a next hypothesis based on Pintrich &De Groot(1990). First, Inquiry study will improve student's self-efficacy and Intrinsic value. Second, Inquiry study will not help solution of Test anxiety at all. But it will has a negative impact on Test anxiety. To achieve this aim, I have used the ‘Questionnaire of Grammar Learning motivation’(included 22 questions). A reliability(Cronbach Alpha) of measurement tool was turned out that self-efficacy was .81, intrinsic value was .85, test anxiety was .86. The whole reliability of measurement tool was .78. The following are the major results of this study. First, inquiry study improved student's self-efficacy(M=3.567, p=.006) and Intrinsic value(M=8.267, p=.000). Inquiry study group is showing significant moderating effects than the control group(p<.05). By teaching Grammar, inquiry study is actually played a vital role. Second, inquiry study does not have an affect on Test anxiety(M= -.6, p=.791). Inquiry study group is not showing significant moderating effects(p<.05).

목차

Ⅰ. 들머리
 Ⅱ. 문법 탐구 학습과 학습 동기
 Ⅲ. 연구 설계
  1. 연구 대상 및 도구
  2. 연구 절차 및 자료 처리
 Ⅳ. 연구 결과 및 해석
 Ⅴ. 마무리
 <참고문헌>
 Abstract
 부록

키워드

문법 교육 학습 동기 탐구 학습 자기 효용 존재 가치 시험 불안 grammar education improvement of student's learning motivation inquiry study self-efficacy intrinsic value test anxiety

저자

• 하성욱 [ Ha Sungwook | 고려대학교 국어교육학과 ]

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