한국 초·중등학생들의 영어 학습동기 및 제 2언어 자아 분석: 정성적 인터뷰 접근법

초록

In this case study, Korean students’ English learning motivation is analyzed with specific focus on their second language (L2) selves. To date, L2 motivational self-system by Dörnyei (2005, 2009) has not been actively investigated in Korea, and this study is an empirical investigation about Korean students’ ideal L2 self and ought-to L2 self. A total of 39 Korean elementary and secondary school students were recruited in and around Seoul (15 elementary school; 11 middle school; 13 high school students). They showed an increased level of an ought-to L2 self, which is linked to the social pressure to learn English. Parental influence was an important predictor for the students’ English proficiency, and their father’s timely advice was identified as the most crucial factor. The interview data present the possibility that Korean students continue English learning regardless of their L2 selves. Amotivated (i.e., not motivated) but incessant L2 learning is introduced as a Korea-specific phenomenon. This study implies that English learning in Korea cannot be adequately explained by Gardner’s previous socioeducational model. Instead, Dörnyei’s L2 selves combined with Korea-specific social situation seem to have better explanatory power for Korean students’ English learning motivation.

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