Abstract
This phenomenological study analyzed the learning motivation to learn Korean among school-aged Koryeoin children, who are 1.5-generation immigrants, and it aimed to explore the meanings and attitudes found among those children while learning Korean. Eight children participated in this study, and data were collected through interviews with them. Data were analyzed based on Giorgi's phenomenological analysis procedure. As a result, 44 meaning units, 16 subthemes, and 5 essential themes were derived. Those 5 essential themes encompassed 'ambivalent attitudes towards interactions with Koreans', 'positive experiences while learning a new language and experiencing new culture environments', 'the meaning of learning Korean subordinated to an uncertain future', 'perception of Korean as a 'necessary' language', and 'language environment conflicting with learning Korean'. This study indicated the necessity to develop a model motivating Korean language learning in consideration of the unique language environment, and familial/social contexts of the school-aged Koryeoin children.
Published Version
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