韓國的英語學習者的自我認同移轉與第二語言學習動機

Self-identity Shifts and L2 Motivation among Korean EFL Learners

With the growing popularity of English language education in the East Asian context, this small quantitative study examines a previously overlooked phenomenon in the field of SLA: the relationship between foreign language learning motivation and self-identity shifts. Focusing on a specific community, Korean tertiary EFL learners, it draws from pioneering empirical research of Gao et al. (2005, 2007) in China, further replicated in Thailand (Boonchum, 2009). Data collection involved questionnaires measuring motivation and self-identity among 88 Korean university students learning English. Findings suggest that identity shifts experienced by Korean EFL learners can be defined as positive or beneficial to both L1 and L2 development. Conversely, negative shifts were not noted. However, a more complex relationship emerged when learner motivation was factored suggesting that learner motivational orientation can affect more than linguistic outcomes. Overall, findings reached in this study remain consistent with previous research from neighboring East Asian nations.近來東亞環境中英語教育有著顯著成長的趨勢，此小型研究檢驗一些在第二語言習得上被忽略的現象，即外語學習動機與自我認同改變兩者的關係。研究對象為韓國的大學生，並參考先前在中國（Gao et al.，2005，2007）與泰國（Boonchum，2009）的研究結果。本研究蒐集了88位學習英文的韓國大學生評量自我認同與學習動機的問卷。實驗結果顯示，學習者所經歷的認同轉變，對於第一語言與第二語言的發展，具正面的幫助。相較之下，負面的轉變卻不明顯。然而當學習者的動機納入動機考量時即浮現更為複雜的關係。研究顯示學習者的動機導向可影響多過語言學上的結果。整體而言，本實驗結果與先前鄰近東亞國家的結果一致。