제 2언어 학습 동기 연구 50년사: 변천과 전망

Abstract

In this review paper, the author focuses on the historical changes in the studies of second language (L2) learning motivation and introduces two most recent approaches: Vygotskian sociocultural approach and Dörnyei’s L2 motivational self system. After critiquing Gardner’s Socio-educational Model in L2 motivation research, a group of scholastic efforts to modify Gardner’s model in the 1990s will be summarized. In the later section, the research based on phenomenological and qualitative paradigms will be introduced. Norton’s concept of investment, influenced by Bourdieu’s sociological works, and Ushioda’s use of interview methods for L2 learning motivation will be explained in detail. It is argued that the studies up to the 1990s are mostly based on quantitative and positivistic paradigms whereas the recent alternatives are on qualitative and post-constructivistic paradigms. Given the educational relevance, the alternative approaches such as Vygotskian sociocultural theory and L2 motivational self system need to be introduced in Korean contexts, and more empirical studies are anticipated in the future.