An exploration of the L2 motivation of Korean university students : a thesis presented in fulfilment of the requirements for the degree of Master of Applied Linguistics at Massey University, New Zealand (original) (raw)
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This study explores how theories of motivation and the attitude of second language learners come together to explain L2 learner identity construction in a target language. Through in-depth interviews with a L2 learner of Korean, this study shows that the participant’s experience of learning Korean is consistent with Gardner’s notion of integrativeness (2001). The interview data indicates that the kind of integrative motivation certainly contributes not only to negotiating sociopragmatic competence but also to shaping the learner’s personal identity as it is oriented toward the target culture. Moreover, the participant’s feelings about her own national culture appears to “be a powerful motivator…to reduce the discrepancy between the actual self and ideal self” (Dornyei et al., 2006, p. 145).
Language Attitudes and L2 Motivation of Korean Language Learners in Malaysia
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A Study of Language Learner Motivation: Learners of Korean as a Foreign Language
Journal of Korean Language Education, 2015
된 설문지를 작성한 결과를 4가지 변인(성별, 한국어 숙달도, 한국어 학 습 목적, 계승어로서 한국어 학습)에 따라서 학습 동기에 차이가 있는지 분석하였다. 또한 10가지 학습동기 하위변인과 4가지 변인의 상관관계도 조사하였다. 전체적으로 학습자들의 한국어 학습 동기(M=3.65)가 높게 나타났는데, 특히 한국어를 배우고자하는 열망 (M=4.28)이 가장 높았다. 학생들의 통합적 동기(M=3.81)와 도구적 동기(M=3.82)가 높은 반면, 불 안(M=2.92)과 한국어 학습의 실패를 자신의 노력이 아니 주변으로 돌리 려는 경향(M=2.00)이 낮게 나와 한국어 학습자들은 이미 좋은 언어 학습 자의 자질을 갖추고 있는 것으로 분석되었다. 상관관계 분석 결과, 도구 적 동기가 다른 변인들과 가장 많은 상관관계를 보였고, 불안과 자기효 능감은 서로 부정적인 상관관계를 보였다. 주제어: 한국어 학습 동기(Korean language learning motivation), 학습자 변인(learner variables), 외국어로서 한국어 교육(Korean as a foreign language), 계승어로서 한국어 교육(Korean as a heritage language)
English ability and the L2 motivational self among Japanese university students
2011
(SLA) research. This area has been led for many years by Robert Gardner, and more recently Zoltán Dörnyei and his L2 Motivational Self System; a system that suggests learners are motivated best when they have an image of themselves using English in the future to aspire to. In this study of 638 Japanese university students, we used an online survey designed to understand the ideal L2 self to compare students who have intermediate-level English ability with those who have beginner-level English ability. The results indicated that the clarity of a student's images of using English in the future is related to his/her English ability. This in turn, reflects on the student's attitudes to English classes, English native speakers, and the effort he/she make in his/her studies. This has implications for teachers, especially in the early stages of English education where the roots of the ideal L2 self and future motivation for learning are laid.
2016
The primary objective of this study is to understand and analyse the English language motivation of a sample of Turkish undergraduate students through the lens of L2 Motivational Self System. In this study, Taguchi et al.’s (2009) Motivational Self System scale was used to collect data. The scale was composed of two parts. The first part was the background information about the knowledge of the participants. They were primarily necessitated to supply their bio-data, such as gender, major, age at which they began to study English. The second involved a questionnaire. The current research was carried out at the Preparatory School of Hasan Kalyoncu University in the spring semester of the 2015-2016 academic years. The quantitative data was collected from 125 learners for the questionnaire, originating in 81 males and 44 females. The data was exposed to descriptive analyses. Moreover, independent samples t-test was used to see the differences in the responses of the respondents with respect to their gender, and one-way analysis of variance (ANOVA) was conducted to examine the differences in motivational factors in relation to the sub-groups of the sample based on the variables of L2 motivational self system. The major results include the following: First, the students formed an L2 component in their L2 self as responsible for their efforts to master an L2. With the answers to the statements, it is evident that the students consider themselves as successful L2 learners in the future. Second, the results of quantitative data ascertained a powerful existence of L2 motivational factors relevant to ought-to L2 selves of the participants. Third, students’ overall attitudes towards learning English are positive. Fourth, female learners were more positive towards learning English than male learners. Moreover, according to the t-test result, both Ideal L2 Self and Attitudes towards learning English have highly significant impact. Fifth, the findings revealed that learners who have learned foreign language(s) aside from English enhanced their ideal L2 self which had the strongest effect on learning English. The t-test represents that there was no statistically significant difference. Sixth, living abroad for more than six months experience influenced participants’ motivational selves. The result of independent samples t-test regarding the learners who had lived abroad and those who had not was significant and meaningful in terms of Ought-to L2 Self. Finally, even though the result of one-way ANOVA regarding age showed that learners’ age had no significantly important difference with their L2 Motivational Self, based on the averages of mean scores, it is evident that motivation decreased with age.
When Learning English is Compulsory at School: Fluctuations in L2 Motivational Self System
International Journal of Applied Linguistics & English Literature, 2014
Research findings highlight the role of motivation in the long-term process of learning a second/foreign language. One's motivation can change even in a short period of time under the influence of multifarious factors. To enrich our understanding of the attitudinal/motivational basis of foreign language learning this study attempts to investigate L2 motivational fluctuation, and the possibility of predicting EFL learners' motivated learning behavior in light of Dörnyei's (2005, 2009) theory of L2 motivational self system. To this end, 1670 junior high and high school students studying English as a compulsory subject in Iran filled out L2 motivational self system questionnaire. Independent samples t-test and regression analyses were applied; and the findings indicated a higher motivational disposition for junior high school students in comparison to high school students, except for their attitudes towards L2 community. For both groups, attitudes towards L2 learning was the best predictor of students motivated learning behavior.