This study examines the relationship of L2 learners’ motivational and attitudinal factors with the two versions (self-rated and tested) of proficiency. 79 Korean university students were assessed on measures of L2 orientations, motivation, and attitudes toward English using a questionnaire and learning autobiographies. The study also compared participants’ self-reported proficiency with their TOEIC scores. The results show that more of negative values (self-rated proficiency is lower than tested proficiency) came from students with high test scores than low-achieving students. Students defined gaining bilingual proficiency as criterion for success in L2 learning,and their expectation of such desired proficiency is significantly correlated with motivation and perceived significance of English, but not with the self-rated and tested proficiency. Multiple regression analyses suggest that students’ self-awareness of the importance of English learning significantly predicts their motivation, and linguistic L2confidence and self-assessment of target language competence are significant predictors for tested proficiency, but motivational intention is not. Potential interpretations for findings and implications for L2 pedagogy are discussed.

I. INTRODUCTION
II. STUDY BACKGROUND AND REVIEW OF LITERATURE
    1. English Bilingualism & Issues of Proficiency in Discourses on ElL
    2. English Proficiency in Korea: Teacher Proficiency, Student Proficiency,or Both
    3. Relationship between Motivation and Proficiency in Second LanguageAcquisition
III. METHOD
    1. Participants
    2. Data Collection and Analysis
IV. FINDINGS
    1. Qualitative Data
    2. Descriptive Statistics of the Questionnaire
    3. Correlations Analyses
    4. The Relationship between Motivation and Proficiency
v. SUMMARY OF FINDINGS AND DISCUSSION
    1. Students' self-awareness of the importance and relevance of learningEnglish is the best predictor for motivational intention
    2. Self-confidence in English communication and perceived Englishcompetence are predictors for proficiency, but motivational intention isnot
    3. Students' desire for bilingual proficiency is significantly related tomotivational intention, perceived importance of English learning, andperception of the role of English in the local and global society
VI. IMPLICATIONS AND STUDY LIMITATIONS
VII. CONCLUSION
REFERENCES

• Young-Gyo Cho(State University of New York, Buffalo)