Motivational And Attitudinal Variables In The Learning Of English As A Foreign Language: A Sociolinguistic Study Of Korean High School Students.

Abstract

Of major interest recently in second language pedagogy and research has been the contribution of the language learner's attitude and motivational orientation to the successful acquisition of a second language. The objectives of the present study were to examine: (1) the relationship between Korean senior high school students' motivational orientation towards learning English and their proficiency in English as a foreign language, (2) the interaction between student and parental motivation as affecting the students' attained English proficiency, and (3) the students' attitudes towards Koreans and Americans as affecting their English proficiency. Furthermore, the relationships between the students' motivational orientation and other various measures were examined. Another goal was to relate the findings of this study to English curricula in Korea. The data for this study were gathered from 465 twelfth grade students and their parents in two radically different socio-cultural environments in Korea: Seoul, the capital city, and Jeonju, a small city in the southern part. Three major independent variables were defined for testing the hypotheses: student motivational orientation, parent motivational orientation, and various attitude measures. The adjusted mean scores in two English proficiency tests were designated as the dependent variable. The motivational orientation measures were based on measures developed by Gardner and Lambert but were revised for use with 12th grade Korean students. Semantic differential scales adapted from Osgood were used to measure attitudes. In assessing the students' English proficiency levels, the Comprehensive English Language Test battery was administered as well as the Ilyin Oral Interview. The analysis of the data revealed that the integratively motivated students in Seoul scored significantly higher in English proficiency tests than the instrumentally motivated students. In Jeonju, on the other hand, there were no significant differences between the integratively and instrumentally motivated students. However, several other important variables related to English proficiency were found in both areas. The interaction effect of the student-parental motivational orientation on attained English proficiency was not significant in either Seoul or Jeonju. Results of semantic differential attitude scales did not clearly distinguish between instumental and integrative motivation in Seoul and in Jeonju. In both cities, some attributes assigned to Koreans and other attributes assigned to Americans were significant predictors of attained English proficiency. In Jeonju, the attitude expressed by proficient students in English indicated that they were more comfortable with Americans who had assimilated into Korean culture and with Korean English teachers. Based on the results of the study, some changes in the teaching of English in Korea are recommended. These changes include presentation of materials describing American life and culture, bicultural travel and exchange programs, adaptation of ESL culture-oriented materials to EFL classroom situation, individualized instruction, and workshops introducing the target culture to parents. Finally, areas of further study are recommended.