중국어 학습자들의 동기화된 행동에 영향을 미치는 제2언어 학습동기의 영향에 관한 연구
Effects of L2 Motivation on Motivated Behavior in Korean College Contexts
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This paper investigates Korean university students’ Chinese learning motivation and motivated behavior. This study, therefore, investigates how learners’ L2 learning motivation (ideal L2 self, ought-to L2 self, instrumentality and integrative orientation) and L2 experience predicts intended L2 learning effort. A questionnaire was completed by 277 Korean university students. The results indicated that ideal L2 self played a crucial role in predicting the intended effort. Ought-to L2 self had a negative impact on intended effort for the university students. It indicated that the students’ ideal L2 self is the most stable factor for predicting their motivated behavior. The findings imply that ideal self L2 self important role, and Dörnyei’s L2 motivational self-system can be expanded by incorporating various types of participants. Crucially, the study finds that the ideal L2 self is the strongest motivator, whether it is a learner who is trying hard to learn Chinese or not, and also indicates that It is possible that female students will make more efforts to learn Chinese compared to male students. The stronger the ideal self and the integration motivation factor, the more likely it is that they will study Chinese more actively and perform successful learning. This suggests that motivational forces originating students are willing to invest in language learning, and highlights the importance of motivational teaching practice.
Abstract
This paper investigates Korean university students’ Chinese learning motivation and motivated behavior. This study, therefore, investigates how learners’ L2 learning motivation (ideal L2 self, ought-to L2 self, instrumentality and integrative orientation) and L2 experience predicts intended L2 learning effort. A questionnaire was completed by 277 Korean university students. The results indicated that ideal L2 self played a crucial role in predicting the intended effort. Ought-to L2 self had a negative impact on intended effort for the university students. It indicated that the students’ ideal L2 self is the most stable factor for predicting their motivated behavior. The findings imply that ideal self L2 self important role, and Dörnyei’s L2 motivational self-system can be expanded by incorporating various types of participants. Crucially, the study finds that the ideal L2 self is the strongest motivator, whether it is a learner who is trying hard to learn Chinese or not, and also indicates that It is possible that female students will make more efforts to learn Chinese compared to male students. The stronger the ideal self and the integration motivation factor, the more likely it is that they will study Chinese more actively and perform successful learning. This suggests that motivational forces originating students are willing to invest in language learning, and highlights the importance of motivational teaching practice.
참고문헌 (16)
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