韩国学习者的汉语学习动机研究 -以学习者的一般特性与学习成绩的相关关系为中心

Abstract

The purpose of this study was to examine the correlation between Korean learners’ motivation to learn the Chinese language and their general characteristics (gender, HSK rating, the number of acquired Chinese characters, period of studying in China, and period of learning the Chinese language) and the correlation between their motivation to learn Chinese and their academic achievement. For this study, with 25 survey questions regarding the motivation to learn the Chinese language based on Gardner’s (1985) “The Attitude and Motivation Test Battery” (AMTB) and precedent research, a survey targeting Korean undergraduate students was carried out and the results were analyzed. The correlation between Korean learners’ motivation to learn Chinese and their general characteristics was examined using ANOVA, Bonferroni, Linear Trend and Structural Equation Modeling (SEM) as the statistical analysis methods. Then, we further examined what factors continuously increased their motivation to learn by investigating whether a change in their general characteristics enhanced their motivation to learn Chinese and whether there was a linear relationship of proportional increase between such factors and their motivation to learn the Chinese language. In addition, direct and indirect effects of motivation to learn on Korean students’ academic achievement regarding the Chinese language were considered. Currently, there is a significant lack of investigation and studies on the intrinsic problems of learners who are the most important subject of Chinese education. However, identifying factors that are correlated with Korean learners’ motivation to learn Chinese and which motivation to learn has direct and indirect effects on their academic achievement regarding the Chinese language is very important and should be prioritized. The result of this study will help Korean learners successfully learn Chinese by using the correlation between Korean learners’ motivation to learn the Chinese language and their academic achievement more actively and efficiently in the future.