초록 열기/닫기 버튼
This case study investigates whether self-directed learning contributes to the second language learning by a Korean kindergartener in the United States whose L1 is relatively limited and who is at large disadvantaged in her status as a foreigner in an English-dominant community. For this purpose, a micro-ethnographical research methodology was used based on five classroom observations and two interviews with her teacher and mother for three months. The findings show that a teacher’s support for learner autonomy was significant to her language learning. Also, competition as well as cooperation among the peers intrigued the participant’s output of language. Finally, despite her limitedness in first language development, the participant was successful in second language learning in an autonomy-supporting classroom. These results confirm the importance of a teacher’s support for learner autonomy in kindergarteners’ language learning process.
