The Role of Psychological Factors in the Acquisition of Korean Language by Foreign Learners

Abstract

This study investigates the psychological factors influencing the acquisition of Korean by foreign learners, focusing on motivation, anxiety, attitudes, and cognitive factors. The literature review underscores the critical role of motivation—both intrinsic (e.g., interest in Korean culture) and extrinsic (e.g., career benefits)—in driving language learning efforts. Anxiety, assessed using the Foreign Language Classroom Anxiety Scale (FLCAS), is identified as a significant barrier to language acquisition, negatively impacting learners' performance and engagement. Positive attitudes toward the Korean language and culture, coupled with strong self-efficacy beliefs, are found to enhance motivation and learning outcomes. Additionally, cognitive factors such as working memory, attention control, and language aptitude emerge as significant predictors of language learning success. The study outlines several future research directions, including the need for longitudinal studies to track changes in learners' psychological states over time, the exploration of additional psychological factors such as resilience and personality traits, and the implementation of intervention studies to test strategies aimed at enhancing motivation and reducing anxiety. It also calls for research on diverse learner populations and the impact of technological integration on psychological factors in language learning.