韓語補習班的成人學習者之任務價值研究

Research of Task Values for Adult Learners in Korean Cram School

在補習班學習韓語為第二外語學習者有別於學校的第二外語學習，本研究關注於學習動機中的期望價值理論，以任務價值為主要變項，分析變項之間的差異，並比較不同背景變項學習者的差異。韓語補習班的學習者，共有333位受試者（女性295位、男性38位）。本研究主要結果如下：（1）受試者内在的四種任務價值之高低順序為「興趣價值」、「成就價值」、「效用價值」、「代價」；（2）在「興趣價值」、「成就價值」兩個結果變項方面，三種對未來學習意向的比較，依序為「應該會」最高、「趨向會」其次，「不太確定」最低；（3）20歲以下學習者的「效用價值」高於31至40歲與40歲以上的學習者；（4）除了「代價」以外，學生族群其他方面皆高於未工作者族群；（5）從事韓語相關工作的學習者的「效用價值」、「成就價值」高於韓語與工作無相關的學習者。

The study focuses on the expectancy-value theory of motivation in the context of individuals learning Korean as a second foreign language in a language institute, which is different from second foreign language learning in a school setting. The primary variables of interest are task value. This study analyzes the differences between these variables and compares them among learners with different background variables. Three hundred thirty-three valid questionnaires were received from targeted participants currently learning Korean in a Korean language private institute in Taipei City. The main findings of this study were as follows: (1) The order from the highest to the lowest among the four task values was ''interest value,'' achievement value,'' ''utility value,'' and ''cost.'' (2) In the two aspects of ''interest value'' and ''achievement value,'' the learning intention was ranked from ''those who should continue,'' through ''those who tend to continue,'' down to ''those who are uncertain.'' (3) Learners under the age of 20 had higher ''utility value'' compared to learners aged 31-40 and those over 40. (4) Except for ''cost,'' students scored higher than unemployed individuals in all other aspects. (5) Learners engaged in jobs requiring Korean language skills had higher ''utility value'' and ''achievement value'' compared to learners with jobs not requiring knowledge of Korean language.