Effects of L2 Motivation on Motivated Behavior in English Movie Classrooms
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초록
Foreign language learning motivation is a complex and context-specific construct. The purpose of this study is to test the L2 motivational self system (Dörnyei, 2005) in a Korean college context. This paper investigated the causal effects of L2 motivation on motivated behavior through stepwise regression analyses on 121 university freshman students studying English through movies. The participants completed motivational questionnaires in class. The results supported Dörnyei’s L2 motivational self system, but revealed context-specific motivations in EFL contexts. This study also indicated some differences between high and low proficiency levels. The findings showed that Learning experiences, Ought-to L2 self, Interest in foreign languages, and Ideal L2 self explained the motivated behaviors in Korean EFL contexts more than Gardner's (1985) traditional integrativeness in the social psychological framework. In addition, the low levels were more influenced by Attitudes to learning English and Ought-to L2 self, while the high levels were influenced by Attitudes to learning English and Interest in foreign languages, indicating that situation-specific motivation and language duties and obligations were more crucial than the ideal L2 self and integrativeness in Korean college contexts. The educational implications and need for future research will be discussed.
Abstract
Foreign language learning motivation is a complex and context-specific construct. The purpose of this study is to test the L2 motivational self system (Dörnyei, 2005) in a Korean college context. This paper investigated the causal effects of L2 motivation on motivated behavior through stepwise regression analyses on 121 university freshman students studying English through movies. The participants completed motivational questionnaires in class. The results supported Dörnyei’s L2 motivational self system, but revealed context-specific motivations in EFL contexts. This study also indicated some differences between high and low proficiency levels. The findings showed that Learning experiences, Ought-to L2 self, Interest in foreign languages, and Ideal L2 self explained the motivated behaviors in Korean EFL contexts more than Gardner's (1985) traditional integrativeness in the social psychological framework. In addition, the low levels were more influenced by Attitudes to learning English and Ought-to L2 self, while the high levels were influenced by Attitudes to learning English and Interest in foreign languages, indicating that situation-specific motivation and language duties and obligations were more crucial than the ideal L2 self and integrativeness in Korean college contexts. The educational implications and need for future research will be discussed.
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