Based on Vygotskian sociocultural theory, this study aims to investigate the longitudinal changes in English as a second language (ESL) learning, especially on motivation and learner beliefs for two recent Korean immigrants to Toronto. For 10 months, the researcher interviewed the two participants who shared similarities in age, previous work experiences, and perceived socio-economic status. Their comments were tape-recorded, transcribed, and analyzed by using NVivo, a qualitative data analysis software program. The findings indicate that Korean immigrants' ESL learning motivation was comprised of six constructs: job motivation, communicative need, heuristic motivation, context-specific motivation, self-satisfactory motivation, and demotivation/amotivation. Despite the two participants' external similarities, their monthly changes in ESL learning motivation showed drastic differences. An L2 learner belief of the positive relation between English proficiency and increased job opportunity was identified as a major explanatory factor for this difference between the two participants. This study suggests that L2 learner's beliefs may function as mediational tools from the perspective of sociocultural theory, with the learner's belief influencing job motivation.

I. 서론
 II. 연구 배경
  1. 캐나다 이민의 역사, 지리적 배경 및 LINC
  2. 제 2언어 학습동기 선행 연구: 요약 및 한계
  3. 학습 매개 도구로서의 학습자 신념
 III. 연구의 실제
  1. 연구 목적 및 연구 문제
  2. 참여자
  3. 자료 수집 방법
  4. 자료의 분석도구, 방법, 신뢰도
 IV. 연구 결과
  1. NVivo를 통해 추출된 동기요인
  2. 추출된 동기요인의 특성
  3. 월별 영어학습동기의 변화 양상
 V. 논의
 VI. 결론 및 시사점
 참고 문헌

• 김태영(중앙대학교)