본 연구는 중국 기악연주 전공 대학생의 전공만족도와 전공선택 동기가 학습몰입과 연주성취도에 미치는 영향을 살펴보고자 하는데 목적이 있 다. 이를 위해 2024년 3월 20일부터 2024년 4월 10일까지 중국 산시성 지역에서 기악연주를 전공하고 있는 대학생 1,153명을 통해 설문지를 수 집하였다. 수집된 설문지는 SPSS 23.0 통계 프로그램을 사용하여 기술 통계 분석, 단일표본 t -검증, 일원 배치 분산분석, Pearson 상관분석 및 중다회귀분석을 수행하였다. 이를 통해 기악연주 전공 대학생의 전공만 족도를 높일 수 있는 다양한 교수법과 프로그램을 제공하는데 필요한 기 초정보를 제공하고자 한다. 또한 중국 기악연주 전공 대학생의 교육의 질을 보다 향상시킬 수 있는 바람직한 방향 제시에 필요한 기초자료를 제공하는데에도 도움을 주고자 한다.

This study aims to explore relationships between non-English majors’ instrumental motivation, interest, and their learning behaviors in a Korean EFL context. Two questionnaires of instrumental motivation and interest were administered to 113 freshmen who were enrolled in a language certificate program for non-English majors. Three of the respondents were invited to a semi-structured interview for in-depth understanding of their perceptions about the program and learning. Results of factor analysis showed the validity of the Promotional and Preventional Instrumentality and the Course and Task Interest as important factors. Pearson correlation and regression analysis were carried out on the data. Results showed that the instrumental motivations were positively correlated with the interest factors and learning behaviors. While instrumental motivations were predictors for learners’ intended effort, learners’ interest in course predicted their achievement test score. The findings suggest that characteristics of context and strong obligations of non-English majors might affect their motivation, interest, and learning behaviors. Limitations and implications of the study were also discussed.

Concerning the education imbalance on foreign languages in korea, this study suggests the development of a systematic way to test the German language proficiency. For English, Japanese, and Chinese, the efficiency tests serve as a motivation to study, leaving positive impacts on the education of those foreign languages. However, for less popular foreign languages, the case is quite different. With no systematic evaluation standards, only those who studied abroad benefit from these efficiency tests performed by the universities on their own. Furthermore, invented in their home countries, tests such as the ZD, ZMP for German, and the DELF/DALF for French are only for those with intermediate command of the language, which doesn’t help Korean learners in secondary school who are mostly in the beginners’level. This all leads to the necessity of a systematic proficiency test, approved by universities, for foreign languages. This study suggests a way to develop the proficiency test for German according to the proficiencylevel ranging from beginner to advanced courses taught at universities.