Survey of 30 MCH Reveals Students Believe Language Ability is a Learned Effort

Factors that shape language sense: A study through surveys and interviews with students from Michuhol Foreign Language High School

ⓒ The Local Library

 

 

 “To be good at English, you have to be born with it.” This is something anyone who has felt it is hard to study English might have heard at least once. But is this really true? Many students are actually trying to improve their English skills, and they feel different things during that process.

 

 Therefore, we decided to conduct a survey and interview 30 MCH students on the age-old question, 'Is English ability inborn or learned?' 19 of 30 Students answered that it is more affected by 'learned effort'. This number, which is over half, can be understood as a result that shows students' experiences in actual learning, not just a simple feeling or belief. In an interview, Friend A agreed and shared the experience of greatly improving his/her grades through steady memorization of words, reading practice, and listening to English news, even though he/she had no interest in English and low grades in middle school. He/she emphasized the famous saying, "Effort never betrays you."

 

 However, there were also opposing opinions. When interviewed, Friend B said she learned English quite easily and mentioned that she adapted to English without much difficulty from a young age. She explained, "Of course, effort is important, but seeing how the accent or sentence structure of a foreign language felt natural from the start, it seems true that there is some inborn sense." This opinion makes us realize that English ability cannot be simply decided as either 'inborn' or 'developed', and that various factors work together.

 

 Especially, 'early exposure' was pointed out as an important factor affecting English ability. When asked, "Do you think experiences like foreign language children's songs or storybooks in childhood affected your current language ability?", 26 out of 30 students answered 'yes'. This shows the understanding that early exposure can act as part of learned effort and plays a big role in creating a good environment for language learning. Friend C talked about the experience of attending an English kindergarten and said, "The words and expressions I learned through natural exposure without special study greatly helped me in later English learning." On the other hand, friend D started learning English for the first time through English cram school classes after entering elementary school, but they also emphasized, "Even if you start late, you can catch up enough if the environment supports you." Both students agreed on the importance of early exposure, but the time and method varied.

 

 Regarding the question of whether listening or speaking is more effective to learn first in the early stage of language learning, students' opinions were divided. The survey results were almost equal, with 14 students for listening and 15 for speaking. However, in interviews, the opinion that learning listening first is more effective was dominant. Friend G emphasized the importance of listening, saying, "You need to hear the correct pronunciation first and learn it in your head to be able to speak naturally." This is similar to how we learn our first language by listening first and then imitating. On the other hand, friend H preferred speaking-focused learning, saying, "It's a more active way to speak even if you make mistakes and get corrected." This shows that views on the priority of listening and speaking can differ depending on learning style and personality.

 

 Finally, when asked, "Do you think anyone can fully develop their language sense through repeated listening and speaking practice?", all students answered 'yes'. This means that even if there is an opinion that some inborn talent might play a role, there is a widespread belief among students that anyone can ultimately improve their English ability through effort and repetition. Friend I, who believes in the power of repeated practice, emphasized the power of small habits, saying, "As a result of steadily repeating English listening and shadowing for just 10 minutes a day, I naturally started speaking in English class."

 

 The most important fact that could be confirmed through this survey and interview is that language ability is greatly affected by learned effort and environment rather than inborn talent. Students agreed on the importance of early exposure and said that real-life language content like movies and songs was a practical help in improving their skills. We also confirmed that they recognize it as an ability that can be developed by learned factors such as effort, environment, and repeated learning. Opinions on listening and speaking were divided, but the belief that anyone can improve their language sense through repeated practice was shared by everyone. In the end, this study showed that language is not an ability that 'only certain people can achieve', but an ability that 'people who keep trying until they achieve it' create. Through the process of students from various backgrounds and experiences learning languages in their own ways, we could glimpse the nature of language learning. Although inborn differences may exist, students showed similar opinions in that it is ultimately the individual's attitude and practice that close that gap. The belief that improving English skills is not a 'possibility' but a 'process' - that is the strongest language sense of MCH students right now.

 

By Staff Reporter Kim Yewon (1-2)

Jang Seojin (1-4)

Lee Yoon Seo (2-2)