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| Publications [#71524] of Hae-Young Kim
Papers Published
- Jin Sook Lee and Hae-Young Kim, Heritage language learners’ attitudes, motivations and instructional needs: The case of post-secondary Korean language learners,
in Teaching Chinese, Japanese and Korean Heritage Students: Curriculum Needs, Materials and Assessment, ESL & Applied Linguistics Professional Series, edited by Kondo-Brown, K., & J.D. Brown
(2008),
pp. 159-185, Mahwah, NJ:Lawrence Erlbaum Associates .
(last updated on 2007/11/09)
Abstract:
This study examines college-level Korean
language learners’ language attitudes,
motivational orientations, and self-efficacy
as heritage language learners. Through
surveys and interviews with 111 students, we
found that 1) learners’ attitudes toward the
status or utility of Korean in the wider
sociopolitical context of the US was not
favorable; however, in light of their
personal contexts, they saw the learning of
Korean to be a main signifier of their ethnic
identity; (2) motivations to learn Korean
were closely tied with affirmation of their
ethnic identity and need to keep connected
with their family and ethnic community,
which remained constant across proficiency
levels; (3) learners desired more formalized
and innovative approaches to increase
conversational fluency and cultural literacy;
and (4) their motivation was significantly
affected by low self-efficacy due to the
sociopsychological burden the learners felt
to have to acquire native-like proficiency in
the language because it is the language that
represents their identity to others. We
conclude that the curricula for heritage
learners need to expand sociocultural
components to address students’ integrative
orientation, and provide more specific and
concrete learning goals to augment students’
self-efficacy.
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