從韓國文化價值觀探討韓籍大專生學習漢語動機以促進其自律學習研究

The Study of the Discussion on Mandarin Learning Motivation of Korean University Students from Korean Culture Perspective in Order to Facilitate Self-Regulated Learning

周盈萱(Ying-Hsuan Chou)

指導教授 ： 柳玉芬

中原大學/人文與教育學院/應用華語文研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600016

摘要

本研究探討韓國獨特文化特點如何影響韓國人漢語學習情形，從釐清韓國文化與韓籍學習者學習漢語動機之間的關聯以及對學習影響因素，並討論學習動機在自律學習概念中的定位，來協助並提高韓籍學生自律學習漢語。
本研究目的有：一，瞭解韓國社會文化價值觀如何(是否)影響韓國學生學習漢語的動機；二，如何使用自律學習的概念來破除韓籍學生的社會文化價值觀影響，協助他們提高自己的漢語學習動機。根據這兩項目的，本文提出了三個研究問題：
一、韓國大專院校學生的漢語學習動機現況與差異情形為何？
二、不同背景之韓國大專院校學生對漢語自律學習概念之瞭解度為何？
三、如何利用韓國大專院校學生漢語學習動機來協助韓國漢語學習者進行漢語自律學習？
從文獻回顧、筆者觀察以及問卷調查三角驗證結果中發現韓國文化價值觀對韓籍學習者有影響，在學習動機各個層面一再顯現出父母意見的重要、社會趨勢影響、學習者自身文化特色影響漢語學習情形等等，如此本研究的問題得以回答如下：
一、韓國大專院校學生漢語學習動機類型有顯著差異
二、韓國大專院校學生漢語自律學習概念需加強
三、以漢語學習動機類型來協助韓籍學生漢語自律學習
最後本文將所得之韓籍學習者漢語學習動機的類型加以利用，以之促進韓籍學生漢語自律學習之應用，並進一步提供教授韓籍學生之漢語教師提高韓籍學生學習漢語動機的教學建議，以期協助韓籍學習者在學習漢語能更加順利。

關鍵字

學習動機 ； 文化價值觀 ； 自律學習 ； 韓籍學習者

並列摘要

This thesis discusses how features unique to Korean culture, namely, "Chinese Fever" and frequent interflow between China and Korea, influence Korean students' motivation for learning the Chinese language. By clarifying the connections between society and learning motivation, as well as the elements that affect learning, this study also discusses the stance of learning motivation in the "Self-regulated Learning" concept, in order to assist in the
advancement of "Self-Regulated Learning" for Korean students.
The intended purposes of this study are:
a. To understand how (or if) the values of Korean society influence Korean students' motivations for learning the Chinese language.
b. To examine the efficacy of the "Self-Regulated Learning" concept on disposing of Korean values those are detrimental to learning motivation.
In order to expound on the purposes of this study, this thesis inquires three questions:
a. What are Korean students’ motivations for learning Chinese language?
b. What do Korean students know about the "Self-Regulated Learning" concept with respect to its application towards Chinese language learning, and how much does this vary
across Korean students of differing backgrounds.
c. How do we use Korean students’ motivation to learn Chinese language to facilitate and enhance Chinese "Self-regulated Learning"?
According to the results of this research, the learning motivations of Korean students are explained below. Learners take “Mandarin” as a tool and working orientation in “Language Level”. The parent is also the primary decision maker. In “Learner’s Level”,Korean students are self-confident, but they care about the opinions of their classmates will not easily do anything to "lose face”. Students will gain a sense of accomplishment from their classmates’ affirmations and positive marks. In "learning Situation Level", the arrangement and design of curriculum only partially suit the need of learners, and the courses provided by the university are inadequate. The model of the Chinese language teacher must not only incorporate classic Korean culture, but must also merge western features to promote full-skilled teachers. Group learning proves to be less stressful for students and competition between peers enhances skill improvement. With regards to "Self-Regulated Learning", students are found to have promising attitudes, but lack the appropriate means to practice their skills.
This study concludes that the influence of cultural values over learning motivation is very significant. At every learning level, it is observed that the importance of the parental opinion is paramount. Social trends and cultural features are also observed at every level,therefore, it is established that Korean students would benefit from learning actively and regularly, which is the concept of “Self-Regulated Learning” defined by Zimmerman.

並列關鍵字

Learning Motivation ； Cultural Values ； Self-Regulated Learning ； Korean Learners

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