HALLYU AND KFL LEARNERS ATTITUDES Kyoun Kyoungrok rok Ko o IN - PowerPoint PPT Presentation

HALLYU AND KFL LEARNER’S ATTITUDES Kyoun Kyoungrok rok Ko o IN CANADIAN POST- University of Toronto Youngmi Youngmi Cho ho Catholic University of Korea SECONDARY SETTING

CONTENTS Background of the Study Literature Review Research Methods 3 Results and Discussion Implications for KFL Classes

한류 (HALLYU)

BACKGROUND 1. KFL Learners’ increased interest in Hallyu contents 2. Increase in potential learners of Korean thanks to Ha 3. Needs to integrate Hallyu contents to Korean class

LITERATURE ON HALLYU Proliferation of Proliferation of Hallyu Hallyu and It’s Impa and It’s Impact on Korean Language Education ct on Korean Language Education 장소원-안경화(2006), 최주열(2006), 강승혜(2008), 김경숙-라혜민(2011) Hallyu Hallyu as Korean Language Learning Motivation s Korean Language Learning Motivation 일본(남상영, 2009; 박성연, 2005), 중국(박소진, 2013; 이병환, 2005), 싱가포르(Chan & Chi, 2010), 대만(곽추문, 2008), 터키(괵셀 퇴르쾨쥬, 2007), 남미(민원정, 2011), 북미(이아롱, 2014)

한류 영향지역 분포도 (KOTRA, 2011) 6

THEORIES ABOUT L2 LEARNING MOTIVATION Gardner‘s L2 Motivational Theary (Gardner & Lambert, 1959,  1972) Integrative vs. Instrumental Motivation Achievement Motivation Theory (Atkinson,1964; Atkinson &  Raynor, 1974) Self-determination Theory (Deci and Ryan 1985)  Intrinsic vs. Extrinsic Motivation Which motivation(s) does ‘popular culture’ belong to? Which motivation(s) does ‘popular culture’ belong to?

RESEARCH QUESTIONS 1. How much Korean pop culture as learning motivation have association with commitment to learning Korean among college students in Canada? 2. Do KFL Learners in Canada have different attitudes toward Hallyu according to their cultural or linguistic backgrounds? 3. Is there any relationship between KFL learners’ attitudes toward Hallyu and their commitment to learning Korean?

RESEARCH METHODS  An online survey  Invited 300 former or current learners of Korean in a large Canadi an University  89 participated in the survey (30% Response Rate)  All non-heritage learners

INSTRUMENT 39-item Web-based Questionnaire 39-item Web-based Questionnaire Part I (5) : Background Information Part II (4) : Korean Language Learning Experience Part III (30) : Attitudes toward Korean Popular Culture K-Pop (10), K-Drama (10), K-Film (10) ex. (+) I want my Korean teachers to use K-pop more frequently in the class. ( - ) I feel marginalized when my Korean teacher and classmates talk about K-pop in the class.

INSTRUMENT (CONT.) Content Validity: Content Validity: Established by two current KFL/KSL teachers Reliability : Reliability : Pilot-tested with 9 KSL learners in a university in Korea - Part I & II : No need to measure (Salant & Dillman, 1994) - Part III : Cronbach’s Alpha (internal consistency reliability ) K-Pop items = .78 K-Drama items = .92 K-Film Items = .72

DATA COLLECTION & ANALYSIS  1 invitation & 1 reminder messages  8 working days (Archer, 2003)  Control for non-response error: Comparison of Early-late Respondents: t-test ( p>.05)  Data Analysis: Descriptive & Inferential Statistics

RESULTS & DISCUSSION Hallyu Hallyu Indexes (Min: 1.0, ndexes (Min: 1.0, Max 6.0) Max 6.0)  K-Pop Index: K-Pop Index: Mean score of 10 statements on attitudes toward K-Pop  K-Drama Index: K-Drama Index: Mean score of 10 statements on attitudes toward K- Drama  K-Film Index: K-Film Index: Mean score of 10 statements on attitudes toward K-Film  Comprehensive Hallyu Comprehensive Hallyu Index: ndex: Mean score of 30 statements on attitudes toward Korean popular culture

HALLYU INDEXES Std. N Minimum Maximum Mean Deviation Comprehensive 89 2.13 5.43 3.8165 .80403 Index KPOP Index 89 1.30 5.80 4.0708 1.15416 KDRAMA Index 89 1.30 6.00 3.5596 1.22379 KFILM Index 89 1.40 5.60 3.8191 .93649 Valid N (listwise) 89

CORRELATIONS BETWEEN INDEXES w/ K-POP w/ DRAMA w/ FILM Pearson .740 ** .886 ** .506 ** Correlation Comprehensive Index Sig. (2-tailed) .000 .000 .000 Pearson 1 .560 ** -.057 Correlation KPOP Index Sig. (2-tailed) .000 .594 Pearson 1 .285 ** Correlation DRAMA Index Sig. (2-tailed) .007

BIRTH PLACES / NATIVE LANGUAGES BIRTH PLACES BIRTH PLACES NATIVE NATIVE LANGUAGE LANGUAGES China 22 Chinese Hong Kong 36 5 English Canada 37 USA 42 4 Other Other 18 16 Philippines 3 Filipino 2, Russian 2, Urdu 2, Spanish 2 India 2, Pakistan 2, Malaysia 2, Russia 2, UK 2 Vietnamese 2, Polish 1, Japanese 1, Taiwan 1, Japan 1, Mexico 1, Chile 1, Iran 1 Marathi 1, Tibetan 1, Somali 1, Farsi 1

ASIAN VS. NON-ASIAN LANGUAGES 6 5 4.3 4 ndex Hallyu Index 3.9 3.9 3.8 3.8 4 3.6 3.3 3 Hallyu 2 1 0 Comprehensive K-Pop Drama Film Asian (43) Non-Asian (46)

RESIDENCY IN CANADA  1~28 (Mean: 14.8) Yrs.  Correlation w/ Hallyu Indexes w/ Residency in Canada Pearson -.215 * Comprehensiv Correlation e Sig. (2-tailed) .044 Pearson -.250 * Correlation K-POP Sig. (2-tailed) .019 Pearson -.284 ** Correlation DRAMA Sig. (2-tailed) .007 Pearson .128 Correlation FILM Sig. (2-tailed) .234

LENGTH OF KOREAN STUDY  1~70 (Mean: 17.7) Months  Correlation w/ Hallyu Indexes w/ Length of Study Pearson Correlation -.165 Comprehensive Sig. (2-tailed) .121 Pearson Correlation -.342** K-POP Sig. (2-tailed) .001 Pearson Correlation -.207 DRAMA Sig. (2-tailed) .052 Pearson Correlation .266* FILM Sig. (2-tailed) .012

HIGHEST LEVEL OF KOREAN COURSE 1st Yr 31 4th Yr 9 3rd Yr 2nd Yr 18 31

COURSE LEVEL & HALLYU 4.5 4 ndex Hallyu Index r s = .112 FILM 3.5 Hallyu r s = -.147 3 DRAMA r s = -.149 COMPR. 2.5 r s = -.227*, p<.05 K-POP 2 1st Yr 2nd Yr 3rd Yr 4th Yr Highest Level Highest Level

AWARENESS OF TOPIK 35 32 28 30 Leaners Number of Leaners 25 19 20 Number of 15 4th 10 6 Yr 4 5 0 미인지 인지단계 계획단계 응시준비 응시완료

AWARENESS OF TOPIK & HALLYU 5.5 r s = .380** P<.001 FILM 5 4.5 Hallyu Index ndex 4 3.5 Hallyu 3 r s = -.044 COMPR. 2.5 r s = -.126 2 DRAMA 1.5 r s = -.206 K-POP 1 미인지 인지단계 계획단계 응시준비 응시완료

LEARNING MOTIVATION Family, 2% Career, 8% Language, 48% Requirement, 7% Pop Culture, 35%

MOTIVATION & LENGTH OF KOREAN LEARNING Length of Korean Learning 35 30.3 30 25 Months 20 17.6 16.2 16 15 11.3 10 5 0 Language (43) Pop Culture (31) Career (7) Requirement (6) Family (2) Learning Motivation

MOTIVATION & TOPIK LEARNING MOTIVATION Total Pop Requireme Language Career Family Culture nt 8 8 1 0 2 19 미인지 14 12 4 2 0 32 인지단계 TOPIK 17 10 1 0 0 28 계획단계 3 1 0 2 0 6 응시준비 1 0 0 3 0 4 응시완료 Total 43 31 6 7 2 89 V =.358, Chi-Square Value = 45.72 (P< .001)

LEARNING MOTIVATION & HALLYU 5 4.82 4.64 4.5 4.16 4.05 4.05 3.96 3.88 ndex Hallyu Index 4 COMPR. 3.8 3.75 3.6 K-POP 3.4 3.5 3.38 3.23 Hallyu 3.2 3.12 3.05 DRAMA 2.89 3 2.78 FILM 2.61 2.5 2.5 2 Language Language Pop Culture Pop Culture Requirement equirement Career Career Family Family

CONCLUSION 1. Korean pop culture (intrinsic motivation) had little association with commitment to learning Korean language compared to ‘career opportunity’ (extrinsic motivation). 2. KFL learners in Canada had different attitudes toward Hallyu according to their linguistic or cultural background. 3. There was some significant relationship between KFL learners’ commitment to learning Korean and attitudes toward Hallyu.

IMPLICATIONS FOR KOREAN EDUCATION 1. Why are learners of Korean whose main learning motivation is popular culture, K-pop in particular, less committed to learning Korean and drop out at lower levels? What can we do to retain those learners in higher levels? 2. What can we do to keep serious learners of Korean (who are not interested in pop culture) motivated in lower levels where pop culture lovers are dominant? What kinds of pedagogies are convincing to those students? 3. What kinds of activities are appropriate for classes with multi- lingual and multicultural learners?