국내 영어 학습동기 연구: 이론별, 주제별 변천과 전망

초록

In this review paper, the authors explain the historical development of English learning motivation research conducted in South Korea after the mid-1990s. Due to the academic influence of Gardner’s (1985) socioeducational model, Korean EFL motivation research has also focused on integrativeness and instrumentality in the 1980s and 1990s. Influenced by the cognitive educational psychology in the 1990s, self-determination theory (Ryan & Deci, 2000)and goal-orientation theory (Locke & Latham, 2002; Pintrich, 2000) were adopted to motivational researchers in Korea. Because EFL learning requires several years’ unflagging efforts, in a recent era, Korean L2 motivation researchers put an emphasis on the longitudinal nature of L2 learning motivation guided by Dörnyei and Ottó’s (1988) process model of L2learning motivation. Also, more qualitatively-oriented research has been gradually introduced in Korea, which is mostly influenced by Vygotskian sociocultural theory. This theory highlights the unique interaction between an L2 learner as an active agent and the social. Thematically, this paper reviews Korea-based L2 motivation and L2 learning anxiety, strategy use, technology, and L2 instructional materials. All these previous studies present the complicated and dynamic nature of L2 learning motivation, and it is expected that Korean EFL students' L2 learning motivation needs more sophisticated research methods which is sensitive to Korea-specific educational contexts.

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