汉语目的语环境韩国未成年二语学习者汉语学习动机调查研究 ——以青岛韩国中学生为例 = A Study on Chinese Learning Motivation of Underage Korean Second Language Learners in a Target Language Environment ——Taking Korean Middle School Students in Qingdao as an Example

다국어 초록 (Multilingual Abstract)

学习动机是影响第二语言习得的决定因素之一，未成年二语言学习者的学习动机与成年人不同，有属于其年龄特征的特性。近些年来对汉语作为第二语言的在华未成年学习者学习动机的研究较少。在青岛的韩国中学生是目的语环境未成年汉语学习者，他们在中国生活的时间很长，或出生在中国，或自婴幼儿阶段开始生活在中国，这些在目的语环境下的未成年学生的汉语学习有其特殊性。这部分学生基本都是在关键期内开始学习汉语，虽然大部分学生汉语水平较高，但是部分学生在汉语学习过程中缺乏积极性与主动性，汉语水平不高。鉴于以上情况，对这一未成年群体汉语学习动机的调查研究是十分有意义的。我们选择了青岛一国际中学63名在读韩国中学生作为研究对象，对其汉语学习动机进行了调查。研究表明在青未成年韩国学生汉语学习动机表现为工具型动机>成就型动机 >附属动机>证书型动机>融入型动机>社会责任动机>被动型动机。工具型动机最为强烈，成就型动机作用较强，附属动机和证书动机比较重要，有融入意识，证书动机偏弱，学生的独立意识较强，社会责任动机较低，被动动机最弱。个体因素对学习动机有一定影响作用，性别和年龄对这些动机类型无显著性差异，但是学习时长、汉语水平以及开始学习汉语的时间对不同学习动机有一定的影响，表现出显著性。

다국어 초록 (Multilingual Abstract)

Learning motivation is a key determinant in second language acquisition. The learning motivation of underage second language learners differs from that of adults, reflecting characteristics unique to their developmental stage. However, there has been scarcity of research on the learning motivation of underage learners of Chinese as a second language within China. This study examines Korean middle school students in Qingdao, most of whom were either born in China or moved there at a very young age. As underage learners acquiring Chinese in a target environment, their learning experiences exhibit distinct features. Although the majority began learning Chinese during the critical period and have reached a relatively high proficiency, some still show a lack of initiative and the engagement in learning. Given these circumstances, investigating the Chinese learning motivation of this underage group is highly meaningful. We selected 63 Korean students from an international middle school in Qingdao as research subjects and conducted a survey on their Chinese learning motivation. The study reveals that their motivation types, in descending order of strength, are as follows: instrumental motivation > achievement motivation > affiliative motivation > certification motivation > integrative motivation > social responsibility motivation > passive motivation. Instrumental motivation is the strongest, followed by achievement motivation. Affiliative and certification motivations are relatively important, while integrative motivation is somewhat weaker. Students also exhibit a strong sense of independence, with social responsibility motivation being relatively low and passive motivation the weakest. Individual factors have a certain influence on learning motivation. While gender and age show no significant affect motivation types, factors such as duration of learning, Chinese proficiency level, and the starting age of learning Chinese have varying degrees of impact on different motivations, demonstrating significant differences.