Korean College Students’ English Learning Motivation and Listening Proficiency

• 발행기관: 한국영어어문교육학회
• 저자명: Eun-Mi Yang
• 간행물 정보: 『영어어문교육』영어어문교육 제17권 제2호, 93~114쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.06.30

영문 초록

The aim of this study is twofold. First, this study aimed to explore how Korean university students’ English learning motivation is related to their English listening proficiency and study time. Second, it attempted to interpret the English learning motivation linking the two different motivation theories: self-determination theory and L2 motivational self system. The constructs of the students’ L2 learning motivation were investigated with the data obtained through the questionnaire from 122 sophomore students. A factor analysis was conducted to extract the major factors of motivation. As a result, 6 factors were extracted: Intrinsic Pleasure, Identified Value Regulation, Intrinsic Accomplishment, Introjected Regulation, External Regulation, and Identified Regulation. The Interrelatedness among the assessment results on the L2 listening proficiency (pre and post test), listening study time, and motivation factors was measured by correlation coefficients. The statistical results indicated that pre-test scores were significantly related to Identified Regulation and Identified Value Regulation toward English learning, and post-test results had significant correlation with Intrinsic Accomplishment and Identified Regulation. However, no motivation subtypes showed statistical association with the students’ listening study time. The results were attempted to be interpreted both under L2 motivational self system and self-determination framework to better illuminate the motivation theory with more explanatory power.

목차

Ⅰ. INTRODUCTION

Ⅱ. REVIEW OF THE LITERATURE

Ⅲ. METHOD

Ⅳ. RESULTS

Ⅵ. SUMMARY AND DISCUSSION

Ⅴ. CONCLUSION AND IMPLICATION

REFERENCES

키워드

L2 learning motivation L2 listening self-determination theory L2 motivational system ideal L2 self integrative motivation