ABSTRACT
Learners' motivation is one of the most significant factors in successful language learning. Learners' motivation of learning a second language (L2) has been researched in depth since the 1960s, and there have been several studies examining the motivational orientations (MOs) of Korean learners. The present study investigates Korean learners' MOs according to different learner variables. First, the statistical results show that the most important variable for learners of Korean is major. Korean-major participants showed stronger motivation than their non-Korean-major counterparts. This may have been closely related to the program they are in as most of the participants are Korean Flagship majors. Second, the heritage language (HL) variable did not show a significant effect on the MOs. This lack of influence of the HL variable on learners' motivations is probably due to the socio-environmental uniqueness of the state of Hawaii, where Koreans are not a real ethnic minority. Thus, learners' MOs for learning Korean in order to confirm their identity may not have been as strong as learners on the U.S. mainland. Lastly, the increased instrumental MO shown in higher level learners is clearly based on practical reasons.
