本研究旨在透過韓劇所呈現韓國文化及語言結合之形象，探討其對閱聽者韓語學習動機與態度之影響，以發見自主性學習模式對不同語言學習的可能性。研究正式實施前先進行前導性試驗以使研究概念具體化，後以質性方式立意選取八位符合持續透過P2P影音模式觀看韓劇且具備韓語能力的學生作為訪談對象，應用半結構式訪談大綱、研究札記及提高研究信實度之線上效度檢核表為研究工具。根據研究資料進行分析所得之結論如下：

一、閱聽者觀看韓劇時透過「心理」、「價值」及「文化」的觀點來檢視及比對韓國文化形象且持續進行認知重組進而產生認同，而此認同之形成為產生後續韓語學習動機與態度之先決條件。

二、影響閱聽者韓語學習動機包括有文字內涵探知、文化認同與偶像崇拜屬於較人文傳遞因素之整合性動機，另有同儕影響部分則屬實用性動機。

三、閱聽者學習態度由認知層面的自我認知與期許，評價層面的韓語偏好、學習助益及溝通應用的樂趣，行為層面的主動學習策略三大層面所聚集形成，惟閱聽者韓語學習態度有弱化現象可能是受個人因素之影響。

針對研究所得建議後續相關研究可將研究範圍擴大、採取多元研究方法及將閱聽者個人因素納入考量，以期研究更臻完善。

The study was to explore the effects on the Korean language learning motivation and attitude as the audience appreciated the Korean TV drama. With advantages of self-regulated learning, the Korean TV drama transmitting the image of Korean culture and language may promote learning. As for the procedure, there is a pilot study before implementing the formal interview in order to collect extensive and required data. There were eight participants bearing the characteristics of constant viewing behavior and Korean language proficiency in the peer-to-peer video streaming mode. Data were collected and analyzed through the semi-structured interview and the research journal, confirming the trustworthiness in accordance with the online member check. The results showed as follow:

1. The audience compared and contrasted continually in terms of mental preference, evaluation and culture as appreciating the Korean TV drama. After meeting the identity, it could account for the subsequent learning motivation and attitude.

2. There were two kinds of motivation exerting influence on the audience as learning Korean language. It put much emphasis on the integrative motivation including language probing, cultural identity and celebrity effect; the other was instrumental motivation as the peer effect.

3. The learning attitude of the audience was composed of self identity and expectation, language preference, learning-favored recognition, communication pleasure and learning strategy. However, the learning attitude was not consistent with the learning motivation because of individual factors, like learning achievement or family and so on.

Based on the results, suggestions are made with regard to extensive sample, multiple methods and individual differences in future studies.

中文摘要 I
英文摘要 II
目錄 III
表目錄 V
圖目錄 VI
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 9
第三節 名詞釋義 9
第二章 文獻探討 13
第一節 訓民正音－韓語 13
第二節 影片學習之相關研究 18
第三節 語言學習之相關研究 30
第四節 學習動機與學習態度在語言學習上之定位 40
第三章 研究設計與歷程 47
第一節 研究概念架構 47
第二節 研究程序 53
第三節 研究對象與研究場域 56
第四節 研究方法與工具 60
第五節 研究資料處理與分析 65
第六節 研究信實度 69
第四章 研究結果與討論 73
第一節 韓劇閱聽者對韓劇之認同 73
第二節 韓劇閱聽者韓語學習動機之影響 77
第三節 韓劇閱聽者韓語學習態度之影響 84
第四節 韓劇閱聽者韓語學習動機與態度間之關聯 93
第五節 綜合討論 96
第五章 結論與建議 99
第一節 結論 99
第二節 研究省思與建議 103
參考文獻 106
一、中文部分 106
二、英文部分 109
附錄一 訪談大綱 115
附錄二 訪談同意書 116
附錄三 線上效度檢核表 117

表目錄
表1-1教育部88至98學年度高級中學開設第二外語課程彙整表 3
表2-1強勢語言為第一語言（L1）/第二語言（L2）使用人口表 33
表3-1前導性研究受訪者資料表 49
表3-2概念分析表 51
表3-3受訪者背景資料表 60
表3-4研究札記 64
表3-5文本資料編號原則 66
表3-6編碼分析範例表 67

圖目錄
圖2-1韓語字母表 15
圖2-2韓語構造表 16
圖2-3多媒體學習認知理論 20
圖2-4刺激-反應聯結圖 36
圖2-5情感濾器模式 43
圖3-1研究流程圖 55

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