The purpose of this dissertation is to examine learning motivation, anxiety, and reading strategy for academic purpose of Korean language learners. In other words, the is to examine the correlation and causality of affective factors, such as lea...
The purpose of this dissertation is to examine learning motivation, anxiety, and reading strategy for academic purpose of Korean language learners. In other words, the is to examine the correlation and causality of affective factors, such as learning motivation, anxiety and reading strategy.
Reading is the most required function to academic learners among the four functions of language as Korean language education for academic learners should establish the way of improving their academic ability. Futhermore, it is necessary for them to read and understand major-related materials for their successful academic performances.
This research was conducted with learners of Korean as a Foreign Language (KFL) at a university using a survey, a quantitative research method and an interview, a qualitative method. The survey was carried out on 95 students who took a Korean language class, one of the liberal arts at a university in Cheongju, Chungbuk Province. The results were analyzed with SPSS 22.0 (Statistical Package for Social Science 22.0). For more in-depth analysis, a half-structured interview was given to 8 out of the survey participants.
The results are as follows:
First, KFL learners were motivated by ‘attitude towards Korea and Koreans,' ‘interest in foreign language,' ‘attitude towards Korean language learning,' ‘integrative motivation,' ‘instrumental motivation,' and ‘parents' encouragement.' The highest motivation for Korean language learners was ‘integrative motivation.' ‘Interest in foreign language,' ‘attitude towards Korean language learning,' ‘instrumental motivation,' ‘parents' encouragement,' and ‘attitude towards Korea and Koreans' followed. There was no difference by age, nationality, and a learning experience of other foreign languages except learning motivation of Korean and English. Difference appeared by sex only in a ‘parents' encouragement' factor. And male students showed higher motivation level than female students did.
Second, Korean language learning anxiety was caused by ‘communication apprehension,' ‘fear of negative evaluation,' ‘test anxiety,' and ‘classroom anxiety.' Learners had ‘communication apprehension' the most, and ‘fear of negative evaluation,' ‘test anxiety,' and ‘classroom anxiety' followed. At the analysis of learning anxiety according to learner factors, learners at 30 or over had higher ‘text anxiety’ than learners in their 20s did. There were not any other differences by sex, nationality, and a learning experience of other foreign languages.
In addition when reading Korean language, learners used ‘bottom up strategy' the most. ‘Top down strategy' was the second most, and ‘support strategy,' ‘social strategy,' and ‘metacognitive strategy' followed. The difference of reading strategy did not exist by sex and other foreign language learning experiences. However, there were differences by age and nationality. Learners at 30 or over used ‘metacognitive strategy' more than learners in their 20s did. And learners from other countries used ‘support strategy' more than learners from China did.
Further to reading strategy, when analyzing the correlation between affective factor and reading strategy, it was proven that ‘bottom up strategy' and 'metacognitive strategy' had a positive correlation with six motivation factors. ‘Top down strategy' had a positive correlation with five motivation factors except ‘integrated motivation.' And ‘support strategy' had a positive correlation with ‘instrumental motivation.' However, ‘social strategy' did not have any correlation with six motivation factors. And among four factors of learning anxiety, that is ‘communication apprehension,' ‘fear of negative evaluation,' ‘text anxiety,' and ‘classroom anxiety,' reading strategy had a correlation with ‘classroom anxiety' only.
Finally, when investigating the influence of affective factor to reading strategy, it was proven that ‘attitude towards Korea and Korean,' ‘attitude towards Korean language learning,' and ‘instrumental motivation' had an influence on reading strategy: ‘attitude towards Korea and Koreans' affected ‘top down strategy' and ‘metacognitive strategy.' ‘Attitude towards Korean language learning' affected ‘metacognitive strategy.' And ‘instrumental motivation' affected ‘support strategy.' Among learning anxiety factors, three anxiety factors except ‘test anxiety' had an influence on reading strategy: ‘communication apprehension' affected ‘bottom up strategy.' And ‘fear of negative evaluation' and ‘classroom anxiety' affected ‘support strategy.'
In short, this research examined affective factor, that is, learning motivation and anxiety of academic learners, who study Korean as a foreign language, and presented them as objective figures. Moreover, it also examined and analyzed actual reading strategy of learners and proved the correlation and causality between affective factor of learners and reading strategy. This research is significant because it presented proven objective materials on affective factor and reading strategy and examined the correlation between learning motivation and anxiety and reading strategy, which has never been examined before. Therefore, it will be used as a basic material when building up a curriculum and a teaching plan for academic learners to improve their reading ability and to achieve their successful academic performances, and establishing a teaching-learning method. For it, further research should be needed.
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