일본어 학습자의 학습동기와상급 학습자에 대한 태도-제2언어 동기적 자아체계의 관점에서- (Japanese Learners' Motivation And Attitude Toward Advanced Learners:Examination of The L2 Motivational Self System)

서지정보

· 발행기관 : 한국일어일문학회
· 수록지 정보 : 일어일문학연구 / 89권 / 1호 / 391 ~ 411페이지
· 저자명 : 최소영

초록

本研究では、学習者要因の中でも「静意的要因」に焦点を絞って1〕学習者の日本語能力、2〕目標言語話者の上級日本語話者への態度と、3〕日本語に対する学習動機の間にはどのような相関関係があるのかについて考察した。本研究ではクラスで接触する上級日本語話者（国内組／海外組）を大多数の日本語学習者の「擬似L2理想自己」と想定し、考察を試みた。日本語通翻訳を専攻とする101名(男子30名、女子71名）の学生を対象にアンケ-ト調査を行った。上級日本語話者への態度について質問紙の10項目について主因子法による因子分析を行った結果、3因子が抽出された。それぞれ「能力と成功のイメ-ジ」、「異国的またはマイナスのイメ-ジ」、「社会経済的イメ-ジ」と名付け、これら3因子と学習動機5因子(無動機から内発的動機まで）間の相関をみた。その結果、「何のために日本語を勉強しているのかわからない」という無動機状態にある学習者ほど自己評価した日本語レベルは低く、上級日本語話者への「能力と成功のイメ-ジ」も低いことがわかった。これは、上級日本語話者を自分と掛け離れた存在として捉え、上級話者の能力と誠実さなどに支えられた社会的報奨を認めないことで、上級話者との格差にも目を向けまいとする態度の裏返しとして解釈できる。これは、内発的動機の高い学生たちが上級日本語話者の両グル-プに対して能力と誠実さのイメ-ジを高く認識していたのとは対照的だ。初級·中級·上級話者が共存するクラスで、上級話者の失敗経験を共有するなど、初級学習者の動機づけにつながる教師の工夫の必要性が示唆された。

영어초록

This study examines if any correlation exists between 1) a learner’s Japaneseproficiency 2) attitude toward advanced Japanese learners as target language speakersand 3) motivation for learning Japanese with a focus on the “affective factor” amongother learner factors.
This study assumes for the purpose of analysis that advanced Japanese learners(with/without overseas experience) in classes are the “pseudo-L2 ideal self” of mostJapanese learners. The analysis was conducted with 101 Japanese Interpretation andTranslation majors (30 males and 71 females) who have taken classes given inJapanese. The examination of advanced Japanese learners shows three factors: “imageof competence and success,” “exotic or negative image” and “socioeconomic image.”In terms of the relationship between academic motivation and attitude towardadvanced learners, poorly motivated students do not consider advanced learners astheir L2 ideal self. This tendency appears more prominent in their attitude towardadvanced learners with no overseas experience. In other words, the less academicallymotivated students are, the less respect they have for language proficiency ofadvanced learners with no overseas experience. Considering the fact that thesestudents express relatively less weak positive image of Japanese speakers withoverseas experience, it may be concluded that the students avoid acknowledgingadvanced learners with no overseas experience and thus underestimate their abilityand hard work because they do not want to recognize their own lack of motivationand the proficiency gap between themselves and advanced learners. The study resultsmay be interpreted that the subject students are poorly motivated not because theydo not realize the need to study but because they are experiencing complacent metacognition, according to which they do not admit the importance of studying and determine that the efforts required are beyond their ability as an attempt to avoidhard work. This is in contrast with the observation that highly motivated studentshave a high regard for the ability and diligence of advanced learners regardless theirhaving overseas experience or not.

참고자료

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