An Examination of Iranian Learners' Motivation for and Experience in Learning Korean as an Additional Language

Autor/inn/en	Nourzadeh, Saeed; Fathi, Jalil; Davari, Hossein
Titel	An Examination of Iranian Learners' Motivation for and Experience in Learning Korean as an Additional Language
Quelle	In: International Journal of Multilingualism, 20 (2023) 2, S.115-129 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nourzadeh, Saeed) ORCID (Fathi, Jalil) ORCID (Davari, Hossein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1850736
Schlagwörter	Foreign Countries; Student Motivation; Korean; Second Language Learning; Student Experience; Self Concept; Gender Differences; Private Schools; Student Attitudes; Iran (Tehran) + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; Koreanisch; Zweitsprachenerwerb; Studienerfahrung; Selbstkonzept; Geschlechterkonflikt; Private school; Privatschule; Schülerverhalten
Abstract	In recent years, interest in learning Korean as an additional language (KAL) has rapidly grown among Iranian youths and women. This study adopted a mixed-methods QUAN [right arrorw] qual design to examine Iranian learners' motivation for and experience in learning KAL. For this purpose, 174 Iranian learners of Korean were requested to complete a motivation questionnaire, and semi-structured interviews were subsequently conducted with nine of these participants. The results indicated that the participants pursued KAL learning more in terms of the Ideal Self, meaning that they found KAL learning as an opportunity to realise their internalised aspirations and ideals, which were primarily integrative and, to a lesser extent, instrumental. It was also found that the female participants were driven by stronger motivational intensity to learn Korean. The results of the qualitative data analysis corroborated those of the quantitative data analysis regarding the participants' self-guides in learning KAL. The qualitative results also showed that the interviewees had a positive experience of learning Korean in the classroom, though this positive experience seemed to overshadow concerns over learning priorities and outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01