A Study on Process-oriented L2 Motivation in Korean College Classrooms

• 발행기관: 한국외국어교육학회
• 저자명: Dong-Ho Kang
• 간행물 정보: 『Foreign Languages Education』Vol.17 No.1, 79~107쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.06.30

영문 초록

This study addresses L2 motivation in the formal EFL classroom in the process-oriented framework. There has been little research of the motivational processes in Korean EFL university contexts, even though a substantial body of research has investigated L2 motivation cross-sectionally. This study investigates student' motivations through exploratory factor analyses and correlations in the three phases of formal classrooms using questionnaires: pre-actional, actional, and post-actional. The findings showed that the more self-determined motivations such as identified regulation and intrinsic motivation in the pre-actional phase was more willing to communicate and paid attention to L2 classes during the actional phase, which in turn positively influenced L2 achievement through elf-evaluation. However, th broad types of socio-cultural motivations and extrinsic /instrumental motivations did not seem to lead to students' motivated behavior during the actional phase and further L2 achievement. The finding suggests the more beneficial effects of the self-determined motivations on Korean university EFL contexts than socio-culturally based ones.

목차

I. Introduction

II. Literature Review

III. Method

IV. Results

V. Conclusion

키워드

외국어학습동기 과정중심 EFL L2 motivation process-oriented