| Summary: | 碩士 === 中原大學 === 應用華語文研究所 === 104 === 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.
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