중국어 학습동기 및 학습전략에 관한 연구 - 중국어 전공과 타전공 학습자의 비교를 중심으로
The Study on Chinese Learning Motivation and Strategies : A Comparison Between University Chinese Majors and Non-Chinese Majors
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This study analyzes the differences in Chinese learning motivation and strategies between university Chinese majors and non-Chinese majors. The subjects were 423 students: 180 Chinese majors, and 243 Non-Chinese majors. The students’ language learning Motivation Test Battery (AMTB) and their language learning strategy uses were inspected using The Strategy Inventory for Language Learning (SILL). The AMTB consisted of 30 questions and 7 subcategories and the SILL consisted of 50 questions and 6 subcategories. The results of the study were as follows:First, Chinese majors’ Chinese learning motivation was higher than non-Chinese majors’ in six subcategories except anxiety. Second, Chinese majors used Chinese learning strategies more often than non-Chinese majors across all subcategories. Third, these is a correlation between Chinese learning motivation and Chinese learning strategy use. Therefore, teachers need to upgrade their low levels of strategies and motivation, and further studies should be conducted to develop effective methods for that. The findings of the study indicated that learners and situational variables interact with Chinese motivations and Chinese strategies to have some influence on Chinese language proficiency. The implications of the study and future research directions for teachers and researchers were discussed.
Abstract
This study analyzes the differences in Chinese learning motivation and strategies between university Chinese majors and non-Chinese majors. The subjects were 423 students: 180 Chinese majors, and 243 Non-Chinese majors. The students’ language learning Motivation Test Battery (AMTB) and their language learning strategy uses were inspected using The Strategy Inventory for Language Learning (SILL). The AMTB consisted of 30 questions and 7 subcategories and the SILL consisted of 50 questions and 6 subcategories. The results of the study were as follows:First, Chinese majors’ Chinese learning motivation was higher than non-Chinese majors’ in six subcategories except anxiety. Second, Chinese majors used Chinese learning strategies more often than non-Chinese majors across all subcategories. Third, these is a correlation between Chinese learning motivation and Chinese learning strategy use. Therefore, teachers need to upgrade their low levels of strategies and motivation, and further studies should be conducted to develop effective methods for that. The findings of the study indicated that learners and situational variables interact with Chinese motivations and Chinese strategies to have some influence on Chinese language proficiency. The implications of the study and future research directions for teachers and researchers were discussed.
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