한국고등학생들의 영어 학습동기가 영어 학습 노력에 미치는 영향
The influence of Korean high school students’ motivation in learning English on their efforts into studying English
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Previous studies on L2 motivation tend to pay more attention to the influence of learners’ motivation on their L2 achievement while relatively little attention has been paid to the process of a target language learning in relation to learners’ motivation (e.g., learners’ persistence in L2 learning or learners’ effort into L2 learning in relation to their motivation). The present study looks into the influence of Korean high school students’ motivation in learning English as a foreign language on their effort into studying English. Data were collected from a total of 410 students in 5 schools through survey questionnaires and analyzed by means of logistic regression. Results show that students with higher motivation are more likely to put much effort in studying English in contrast to those with lower motivation. Specifically, students’ higher motivation (10 point increase in measured motivation scores) increases the odds of studying English for more than 3 hours per day by 18%, indicating a positive influence of L2 motivation on learners’ effort in L2 learning. The results imply the importance of students’ motivation in putting more effort into learning the target language.
Abstract
Previous studies on L2 motivation tend to pay more attention to the influence of learners’motivation on their L2 achievement while relatively little attention has been paid to the processof a target language learning in relation to learners’ motivation (e.g., learners’ persistence in L2learning or learners’ effort into L2 learning in relation to their motivation). The present study looksinto the influence of Korean high school students’ motivation in learning English as a foreignlanguage on their effort into studying English. Data were collected from a total of 410 students in5 schools through survey questionnaires and analyzed by means of logistic regression. Resultsshow that students with higher motivation are more likely to put much effort in studying Englishin contrast to those with lower motivation. Specifically, students’ higher motivation (10 pointincrease in measured motivation scores) increases the odds of studying English for more than 3hours per day by 18%, indicating a positive influence of L2 motivation on learners’ effort in L2learning. The results imply the importance of students’ motivation in putting more effort intolearning the target language.
참고문헌 (20)
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