국내 영어 교육에서 Vygotsky 이론 관련 연구 동향 분석

An analysis of the studies on Vygotsky’s theory in English education in Korea

The purpose of this study is to analyze the trends of the studies on Vygotsky’s sociocultural theory in English education in Korea. For this purpose, 38 research papers related to Vygotsky’s theory of English education were collected from DBPIA, KISS, NDSI, and RISS databases. The papers were analyzed according to two standards: namely, their influencing factors and learning effects. The results are as follows: First, the studies on Vygotsky’s theory in English education have increased steadily, employing university students as participants. In the early 2000’s, the studies that focused on teaching methods were developed along various lines such as writing, speaking, basic English skills and learning motivation. Second, the research studies involving cooperative learning with peers are shown to have had the most positive impact, and the dynamic assessment helped to assess the various aspects of the learners. Third, the studies examining learning effects were subcategorized into the affective and the cognitive domains. The results demonstrate that changes in learners’ perception are most frequently observed in studies exploring the learners’ affective domain, while those in the cognitive domain look at changes in the learners’ writing and speaking abilities. Based on the above-mentioned results, pedagogical implications and suggestions for further research are discussed.