한국 대학생의 영어 학습동기에서 성별 차이점

Kang, Dongho. 2015. The gender role in L2 motivations of Korean university students. Korean Journal of English Language and Linguistics 15-2, 305-325. The purpose of this study was to investigate gender difference within the framework of Gardner's (1985) socio-educational model and Dörnyei's (2005, 2009) L2 Motivational Self System in Korea as a follow-up study of Kang and Kim (2015). The t-test results showed that males reported higher integrative orientation and ought-to L2 self, while females were more interested in foreign languages and international contacts through the use of English. The correlation analysis indicated that Dörnyei's (2005, 2009) L2 Motivational Self System explained Korean students' motivation regardless of gender. In other words, L2 learning experience and ideal L2 self were significantly correlated with students' intended efforts in English. Multiple regression analysis showed some similarities and differences between males and females. That is, even though L2 learning experience in both groups explained the criterion measures the best, females were influenced by ought-to L2 self only, while males, by multiple motivational variables such as ideal L2 self, interests in foreign languages, ought-to L2 self, and ethnocentrism. The theoretic discussions will be made at the conclusion. Key Words: gender, L2 motivation self system, integrativeness, ideal L2 self, ought-to L2 self, L2 learning experience,