Roles of Perceived Needs for English of Adult EFL Learners and Differences in Social Contexts between Korea and Japan
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
Bae, Daekweon, Green, Randy & Hayashi, Hideo. “Roles of Perceived Needs for English of Adult EFL Learners and Differences in Social Contexts between Korea and Japan.” Studies in English Language & Literature. 42.4 (2016): 163-187. Motivation plays a key role in learning a foreign language but learners in EFL settings generally show low levels of motivational factors which are influenced by their perceived needs depending on their social contexts. The purpose of this study is to examine and compare the perceptions of adult English learners in both Japan and Korea regarding the need to learn English as a Foreign Language. In order to achieve this objective, a total of 225 university students in Japan and 602 university students in Korea completed a Perceived Needs for English (PNE) questionnaire. The study tested the hypothesis that the PNE levels in each social context are different, investigated the effect that the overall PNE had on motivation to learn English, and explored what subtypes of PNE had the strongest effects on motivation. In comparing the results between the Japanese and Korean participants, it was found that students in both countries showed a general lack of confidence or interest in English classroom experiences; however, the Japanese students were less motivated by career-oriented purposes than their Korean counterparts. The results of this study not only have implications for English language educators and those interested in the role that motivation plays in the learning process but also provide insight into how similarities and differences in social and cultural contexts might affect the motivation to learn English. (Gyeongnam National University of Science and Technology, Kumamoto Gakuen University)
Abstract
Bae, Daekweon, Green, Randy & Hayashi, Hideo. “Roles of Perceived Needs for English of Adult EFL Learners and Differences in Social Contexts between Korea and Japan.” Studies in English Language & Literature. 42.4 (2016): 163-187. Motivation plays a key role in learning a foreign language but learners in EFL settings generally show low levels of motivational factors which are influenced by their perceived needs depending on their social contexts. The purpose of this study is to examine and compare the perceptions of adult English learners in both Japan and Korea regarding the need to learn English as a Foreign Language. In order to achieve this objective, a total of 225 university students in Japan and 602 university students in Korea completed a Perceived Needs for English (PNE) questionnaire. The study tested the hypothesis that the PNE levels in each social context are different, investigated the effect that the overall PNE had on motivation to learn English, and explored what subtypes of PNE had the strongest effects on motivation. In comparing the results between the Japanese and Korean participants, it was found that students in both countries showed a general lack of confidence or interest in English classroom experiences; however, the Japanese students were less motivated by career-oriented purposes than their Korean counterparts. The results of this study not only have implications for English language educators and those interested in the role that motivation plays in the learning process but also provide insight into how similarities and differences in social and cultural contexts might affect the motivation to learn English. (Gyeongnam National University of Science and Technology, Kumamoto Gakuen University)
참고문헌 (37)
- Ames, Carole, "Achievement Goals in the Classroom: Students’ Learning Strategies and Motivation Processes", Journal of Educational Psychology, 80(3), pp.260~267 (1988)
- 배대권, "Alphabetic Principle and Phonological Awareness for Korean Adult EFL Learners as Beginners", 현대영미어문학, 28(1), pp.147~168 (2010), 현대영미어문학회
- Belcher, Diane. D., "English for Specific Purpose: Teaching to Perceived Needs and Imagined Futures in Worlds of Work, Study, and Everyday Life", TESOL Quarterly, 40, pp.133~156 (2006)
- Benson, Malcolm J., "Attitudes and Motivation towards English: A Survey of Japanese Freshmen", RELC Journal, 21(1), pp.34~48 (1991)
- Chen, Judy F., "Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation", TESOL Quarterly, 39(4), pp.609~633 (2005)
- 최덕인, "한국 중학생의 영어 학습 동기와 탈동기 요인: 상위권 학습자와 하위권 학습자 비교연구", 영어영문학연구, 39(2), pp.245~274 (2013), 대한영어영문학회
- 최훈, "영어강의 수강 대학생들의 영어 학습동기와 학습전략의 상관관계 연구", 영어영문학연구, 36(3), pp.347~373 (2010), 대한영어영문학회
- Dőrnyei, Zortán, "Motivation, Language Identity and the L2 Self", pp.9~42 (2009), Multillingual Matters
- Dőrnyei, Zortán, "The Psychology of the Language Learner" (2005), Erlbaum
- Gardner, Robert. C., "Social Psychology and Second Language Learning: The Role of Attitudes and Motivation" (1985), Edward Arnold
- Ghadizadeh, Reyhaneh, "Demotivating Factors for English Language Learning Among University Students", Journal of Social Science, 8(2), pp.189~195 (2012)
- Green, Randy, "The World Englishes Paradigm: A Study of Korean University Students’ Perceptions and Attitudes", English Teaching: Practice & Critique, 15(1), pp.155~168 (2016)
- Hayashi, Hideo, "Roles of Perceived Needs for English in the Japanese Context", Proceedings of PKETA International Conference, pp.65~69 (2013)
- "English Language Necessity: What It Means for Korea and Non-English Speaking Countries"[URL]
- Jeeves, Anna, "The Relevance of English Language Instruction in a Changing Linguistic Environment in Iceland: The L2 Self of Young Icelanders", Multilingua, 33(3, pp.4) (2014), 267~290
- Kachru, Braj Bihari, "The Other Tongue: English across Cultures", pp.355~365 (1992), University of Illinois Press
- 김남순, "중학생과 고등학생의 영어 학습전략과 학습신념차이 연구", 현대영미어문학, 29(2), pp.73~91 (2011), 현대영미어문학회
- Kim, Tae-Young, "Recent Trends in English Learning Motivation Research" (2013), Hankuk Munhwasa
- 김영상, "Unraveling EFL Learners' Willingness to Communicate and Variables Germane to the WTC", 현대영미어문학, 30(3), pp.23~44 (2012), 현대영미어문학회
- Horwitz, Elaine K., "Cultural and Situational Influences on Foreign Language Learners’ Beliefs about Language Learning: a Review of BALLI Studies", System, 27(4), pp.557~576 (1999)[DOI]
- Kimura, Yuzo, "Language Learning Motivation of EFL Learners in Japan: A Cross-Sectional Analysis of Various Learning Milieus", JALT Journal, 23(1), pp.47~65 (2001)
- LaBar, Kevin, "Behavioral Neurology and Neuropsychology", pp.711~724 (2003), MGraw-Hill
- Lai, Emily R., "Motivation: A Literature Review-Research Report" (2011), Pearson
- 이강영, "Another EIL: Teaching English as an Intercultural Language (EIcL)", 어학연구, 49(2), pp.291~310 (2013), 언어교육원
- Liu, Yachao, "A Study of WTC and Motivation of Korean EFL Learners", Journal of Pan-Pacific Association of Applied Linguistics, 16(2), pp.35~58 (2012)
- Loncope, Peter, "Differences between the EFL and the ESL Language Learning Contexts", Studies in Language and Culture, 32(2), pp.303~320 (2009)
- Miyahara, Fumio, "English Proficiency and English Learning Attitudes of University Students in Japan: In Comparison with Those in China and Korea", Linguistic Science (Kyushu University), 30, pp.35~60 (1995)
- "The 50 Maxims of Neuro-ELT"[URL]
- Nicholson, Simon James, "English as an International Language: A Functional Role in South Korea", Journal for the Study of English Linguistics, 3(1), pp.719~729 (2015)
- Oxford, Rebecca L., "Language Learning Strategies: What Every Teacher Should Know" (1990), Heinle & Heinle
- Peleg, Orna, "The Handbook of the Neuropsychology of Language. Vol. 1&2", pp.59~76 (2012), Wiley-Blackwell
- Pinker, Steven, "The Language Instinct: How the Mind Creates Language" (1994), Morrow
- Schunk, Dale, "Motivation in Education: Theory, Research, and Application" (2007), Prentice Hall
- Sifakis, Nicos, "Teaching EIL–Teaching International or Intercultural English? What Teachers Should Know", System, 32, pp.237~250 (2003)
- Stow, Laurie, "Imaging the Processing of a Second Language: Effects of Maturation and Proficiency on the Neural Processes Involved", International Review of Applied Linguistics, 43(4), pp.329~354 (2005)[DOI]
- Teweles, Bill, "Motivational Differences between Chinese and Japanese Learners of English as a Second Language", JALT Journal, 18(2), pp.211~228 (1996)
- From EFL to ESL: The Influence of Context on Learners’ Motivational Profiles, "Xu, Hanqiong", 123~142, pp.123 Arizona Working Papers in SLA & Teaching 17 (2010)