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국내 영어 학습동기 연구: 이론별, 주제별 변천과 전망

English learning motivation research in Korea: Theoretical and thematic changes and prospects.

김미소|김태영
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2013.03|영어교육연구 (English Language Teaching)|제25권 제1호|pp. 121-144|DOI 10.17936/pkelt.2013.25.1.007

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참고문헌

키워드

영어 학습동기(English learning motivation)사회교육모형(socio-educational model)자기결정성이론(self-determination theory)제 2언어 동기적 자아 체계(L2 motivational self-system)비고츠키 사회문화이론(Vygotskian sociocultural theory)
주제분류영어와문학

초록

In this review paper, the authors explain the historical development of English learning motivation research conducted in South Korea after the mid-1990s. Due to the academic influence of Gardner’s (1985) socioeducational model, Korean EFL motivation research has also focused on integrativeness and instrumentality in the 1980s and 1990s. Influenced by the cognitive educational psychology in the 1990s, self-determination theory (Ryan & Deci, 2000)and goal-orientation theory (Locke & Latham, 2002; Pintrich, 2000) were adopted to motivational researchers in Korea. Because EFL learning requires several years’ unflagging efforts, in a recent era, Korean L2 motivation researchers put an emphasis on the longitudinal nature of L2 learning motivation guided by Dörnyei and Ottó’s (1988) process model of L2learning motivation. Also, more qualitatively-oriented research has been gradually introduced in Korea, which is mostly influenced by Vygotskian sociocultural theory. This theory highlights the unique interaction between an L2 learner as an active agent and the social. Thematically, this paper reviews Korea-based L2 motivation and L2 learning anxiety, strategy use, technology, and L2 instructional materials. All these previous studies present the complicated and dynamic nature of L2 learning motivation, and it is expected that Korean EFL students' L2 learning motivation needs more sophisticated research methods which is sensitive to Korea-specific educational contexts.

Abstract

In this review paper, the authors explain the historical development of English learning motivation research conducted in South Korea after the mid-1990s. Due to the academic influence of Gardner’s (1985) socioeducational model, Korean EFL motivation research has also focused on integrativeness and instrumentality in the 1980s and 1990s. Influenced by the cognitive educational psychology in the 1990s, self-determination theory (Ryan & Deci, 2000)and goal-orientation theory (Locke & Latham, 2002; Pintrich, 2000) were adopted to motivational researchers in Korea. Because EFL learning requires several years’ unflagging efforts, in a recent era, Korean L2 motivation researchers put an emphasis on the longitudinal nature of L2 learning motivation guided by Dörnyei and Ottó’s (1988) process model of L2learning motivation. Also, more qualitatively-oriented research has been gradually introduced in Korea, which is mostly influenced by Vygotskian sociocultural theory. This theory highlights the unique interaction between an L2 learner as an active agent and the social. Thematically, this paper reviews Korea-based L2 motivation and L2 learning anxiety, strategy use, technology, and L2 instructional materials. All these previous studies present the complicated and dynamic nature of L2 learning motivation, and it is expected that Korean EFL students' L2 learning motivation needs more sophisticated research methods which is sensitive to Korea-specific educational contexts.

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