제2언어 자아와 영어 학습 동기: 면담법을 통한 사례 연구
L2 self and English learning motivation: A case study using interview methods
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In this paper, the author highlights Korean EFL learners’ L2 self and its relationship withEnglish learning motivation. To date, most research on L2 learning motivation has adopted alarge scale survey method, which resulted in the lack of in-depth qualitative analysis of it. Byanalyzing six Korean elementary and secondary school students and two English teachers, thispaper investigates their perceptions of English learning motivation: its origin, maintenance, andpotential challenges of maintaining it. Particularly, Dörnyei’s (2009) concepts of the ideal L2self and the ought-to L2 self are closely compared with the participants’ comments on theirmotivation. The interview results indicated that Korean students created the ought-to L2 self andamotivation more than the ideal L2 self, and this reflects the parental and societal pressure onthe English learners in Korea. This means that students have not internalized the necessity tolearn English at a personal level yet, and their comments on motivation are in fact a motive or aless-internalized psychological construct dissociated from concrete learning goals and from theirsense of participation in L2 communities. Teacher interview results showed that Englishteachers in Korea acquiesce to the determining power of College Scholastic Ability Test (CSAT)and they are not active in supporting students’ creating long-term, future L2 self.
Abstract
In this paper, the author highlights Korean EFL learners’ L2 self and its relationship withEnglish learning motivation. To date, most research on L2 learning motivation has adopted alarge scale survey method, which resulted in the lack of in-depth qualitative analysis of it. Byanalyzing six Korean elementary and secondary school students and two English teachers, thispaper investigates their perceptions of English learning motivation: its origin, maintenance, andpotential challenges of maintaining it. Particularly, Dörnyei’s (2009) concepts of the ideal L2self and the ought-to L2 self are closely compared with the participants’ comments on theirmotivation. The interview results indicated that Korean students created the ought-to L2 self andamotivation more than the ideal L2 self, and this reflects the parental and societal pressure onthe English learners in Korea. This means that students have not internalized the necessity tolearn English at a personal level yet, and their comments on motivation are in fact a motive or aless-internalized psychological construct dissociated from concrete learning goals and from theirsense of participation in L2 communities. Teacher interview results showed that Englishteachers in Korea acquiesce to the determining power of College Scholastic Ability Test (CSAT)and they are not active in supporting students’ creating long-term, future L2 self.
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