Second language learning motivation from an activity theory perspective: Longitudinal case studies of Korean ESL students and recent immigrants in Toronto.

摘要

In order to establish a non-reductionistic and genetic L2 motivation theory based on individuals' unique histories, I investigated the trajectories of Korean ESL learner's second language (L2) learning motivation, from an Activity Theory (AT) perspective. To date, neither the psychometric tradition nor newer sociological approaches have fully investigated the dialectical nature of L2 motivation. Based on Vygotskian Sociocultural Theory and AT, I define L2 learning motivation as an L2 learner's realization of the personal significance of an L2-related activity, resulting from the learner's sense of participation in L2 activity systems.;I argue that (a) needs, motives, and motivation should be differentiated within an AT perspective, (b) motivation is the transformation of a motive integrated with specific, concrete goals and a sense of participation, (c) demotivation is the gradual disintegration of motive, goal, and sense of participation, whereas amotivation is the total disintegration of the above three elements, (d) L2 learners' beliefs may play a crucial role as mediational tools in activity systems, and (e) the interpretation of participants' data cannot solely depend on its face value but requires close reference to each participant's unique L2 learning history.;The findings of this thesis imply that the quality of L2 interaction is equally important as the quantity in creating and maintaining L2 learning motivation, and that interviews are not only a research tool but also a learning tool for enhancing learners' metacognitive awareness.;Over a period of 12 months, I collected data from 10 Koreans who had recently arrived in Toronto: five ESL visa students and five immigrants. To highlight their paths of motivational development, I focused on four participants who showed similarities in age, previous educational background, and work experience. I collected data using five methods: participant background profiles, semi-structured interviews, L2 learning autobiographies, class observations, and photo-cued recall tasks. Of these methods, interviews received most of my attention, since I conducted them monthly. Eight motivational components emerged out of a series of NVivo analyses.