臺灣大學生對學習韓語課程之實證研究－以某科技大學為例

An Empirical Study on the Korean Language Courses of Taiwanese University Students-A case study on university of technology

黃珍良

《語文教育學報》 6期 (2020/12) Pp. 79-116

摘要

本研究的目的主要是探討選修韓語課程的大學生，其內在與外在的學習動機與課程滿意度及其對繼續學習之關係。本研究採調查研究法，並運用SPSS 20.0及SmartPLS 3.0統計軟體進行統計分析。研究結果顯示：（一）描述性分析：韓語學習者以女性、高年級、文科、學習目的為增強語言、每週固定1至2天學習、每次自學時間介於30分鐘至1小時、接觸韓國文化滿3年以上居多。增加自我價值、韓流趨勢、出國為主要動機；課程內容豐富、練習多、專業教學為要點；韓語於生活隨處可及成為主動持續學習要因。（二）差異分析：（1）學習動機：韓文課程、性別、學習目的、每次自學時間及接觸韓文文化時間；（2）課程滿意度：學院及每次自學時間；（3）持續學習意願：韓文課程、性別、每週學習天數、每次自學時間及接觸韓文文化時間，以上具顯著差異情形。（三）相關分析：學習動機、課程滿意度及持續學習意願之間為正向相關。（四）因果分析：大學生之學習韓文動機越明確且強烈，其越滿意韓文課程，持續學習韓文之意願亦然。

關鍵字

第二外語 ； 外在動機 ； 內在動機 ； 持續學習 ； 課程滿意度

並列摘要

This study aimed to explore the relationship of motivation (extrinsic and intrinsic), course satisfaction and learning continuance. The research subjects were the college students in Korean elective course. This study is survey research, and the data obtained was analyzed by SPSS 20.0 and SmartPLS 3.0. The results were as follows: 1. descriptive statistics: The most amount of college students in Korean course are female, upper division, arts, learning purpose is improve language, spend one or two days studying per week, self-studying at least 30 mins to an hour, and expose to Korean culture for 3 years or more. The main motivations are self-worth increased, Korean trend, and go abroad. The critical points are multiple course content, more practical exercises, and professional teaching. And the element of keep learning automatically is Korean close to life. 2. T test and ANOVA statistics: (1) Learn motivation: Korean elective course, sex, learning purpose, time of self-studying, and how long to expose to Korean culture; (2) Course satisfaction: College and time of self-studying; (3) Learning continuance: Korean elective course, sex, studying days per week, time of self-studying, and how long to expose to Korean culture. 3. Correlation and path analysis: It really comes with positive correlation among learn motivation, course satisfaction, and learning continuance. 4. Path analysis: The learn motivation and course satisfaction of college students on learning continuance have the significant positive effect.

並列關鍵字

the second foreign language ； extrinsic motivation ； intrinsic motivation ； Learning continuance ； course satisfaction