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- 저자 : 동효령 (검색결과 1 건)
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학습 동기와 외국어 불안이 학습 행동에 미치는 영향 연구 : 중국 지역 한국어 전공 학습자를 대상으로
동효령 부산외국어대학교 일반대학원 2018 국내박사
This thesis aims at finding out the influences of emotional factors, such as learning motivations and foreign language anxieties of Korean language majors, on their motivated behaviors in the learning environments in Chinese colleges and universities. To achieve this purpose, this study, taking 850 Korean language majors in Chinese colleges and universities as objects (with 699 valid samples after deleting invalid ones) and with the L2 Motivational Self System as the base of the motivation theory, measures the foreign language anxieties of students during their learning of the Korean language with the foreign language classroom anxiety scale (FLCAS). After the data collection, SPSS 22.0 and AMOS 20.0 are used for quantitative analysis to explore the factors leading to learning motivations and foreign language anxieties and the variants caused by genders and grades of the Korean language learners in Chinese colleges and universities. Then structural Equation Modeling is used to verify the influence of learning motivations and foreign language anxieties on motivated behaviors, and the relation between learning motivations and foreign language anxieties. The results of the study are as follows. First of all, the results of the factor analysis reveal that the learning motivations of Korean language learners are composed of three parts: Ideal L2 Self, Ought L2 Self and L2 Learning Experience, which proves that L2 Motivational Self System is applicable to Korean language learners in China, and foreign language anxieties are composed of the three factors of communication apprehension and fear of negative evaluation, classroom anxiety and comprehension anxiety. Secondly, the analyses of descriptive statistics, independent Ought L2 Self there are more variants in male students than in female students. As far as the grade is concerned, junior students have the lowest indexes in Ideal L2 Self and L2 learning experiences, and there is no apparent changes in the indexes of Ought L2 Self. In the part of foreign language anxiety, there is no relation between genders and anxieties, and there is no apparent difference between male students and female students. In the distribution of the grade, the junior students have higher indexes than postgraduate students at the level of classroom anxiety, and freshmen have higher indexes than seniors at the level of comprehension anxiety. To verify the results of the quantitative analysis, interview are made with six Korean teachers and 14 Korean language majors. The results of the interviews prove the above-mentioned results. At the same time, it is pointed out that foreign language anxiety also has some positive influence on students' motivated behaviors. In particular, interviews with students reveal that there are more positive influences than negative influences. In addition, with interviews with both teachers and students some strategies and suggestions are put forward. It is hoped that some new ideas will be provided to Korean language teachers to solve the problems caused by learning motivations and foreign language anxieties and improve the efficiency of teaching Korean. Key words: L2 Motivational Self System; foreign language anxiety; motivated behaviors; Structural Equation Modeling
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