Volume 1, Issue 1 April 2020, pp. 14–30
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang 1, Seongseog Park 2, Sungjun Lee 3, Byeonggon Min 4
1 Seowon University, South Korea
2 Chuncheon National University of Education, South Korea
3 Seoul National University, South Korea
4 Seoul National University, South Korea
This study aims to reveal significant factors affecting the Korean language proficiency of immigrants in Korea by comparing the two immigrant groups, migrant workers and marriage-migrant women, that constitute the largest sector of the foreign-born population in Korea. A comprehensive survey was conducted on a total of 136 migrant workers and 136 marriage-migrant women. A statistical analysis was followed adopting stepwise multiple regression on six independent variables (age at arrival, length of residence, education level, linguistic distance, intensity of target language use, and learning time at institutions) and one dependent variable (self-reported language proficiency). Results show that length of residence in Korea and intensity of target language use significantly contributed to the Korean language proficiency of marriage-migrant women, whereas age at arrival, intensity of target language use, and education level played a significant role in the development of language proficiency of migrant workers in Korea. Educational implications are discussed, and suggestions are made for expanding language educational support for migrant workers.
© In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Yang, I.Y., Park, S., Lee, S., & Min, B. (2020). Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea. Migration and Language Education, 1(1), 14–30. https://doi.org/10.29140/mle.v1n1.125
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), 152–167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), 52–67.
In pursuit of intercultural competence: Exploring self-awareness of EFL pupils in a lower-secondary school in Norway
Intercultural Communication Education Published: 23 December, 2020, Volume 3(3), 118–140.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 3–13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 102–119.
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 118–134.