A Study On Third Language Acquisition Of Yanbian Korean Primary Students Based On Dynamic Systems Theory

With the development of economic globalization,the economic and cultural exchanges among countries have become increasingly closer.European Union and other international organizations propose a ‘citizen of the world and global education' concept in the trend of economic globalization and cultural diversities;hence the importance of cultivation of multilingual talents has become increasingly prominent.In recent years,as the state attaches great importance to third language acquisition of minority students,Yanbian Korean Autonomous Region has a positive response to the national call and puts forward the general requirements ‘Refine Korean,Strengthen Chinese,and Optimize foreign language'.As an independent field of research,Third Language Acquisition has been the research hotpot for scholars abroad and at home.Many studies show that the proficiency of third language acquisition has been influenced by various factors.Dynamic Systems Theory regards that each subsystem of the whole language system will be interlinked with each other in a dynamic way,among which environmental factors and cognitive factors are the most important factors that cannot be ignored.From the perspective of Dynamic Systems Theory,most previous studies concentrated on second language acquisition,and few studies focused on third language acquisition,especially third language acquisition of primary students.Therefore,Dynamic Systems Theory provides a new research perspective for third language acquisition of primary students.Under the guidance of Dynamic Systems Theory,this thesis selects family backgrounds which contain the parents' social class and parents' educational level as environmental variables and selects Korean primary students' third language learning motivation as cognitive variables,mainly exploring the influence of family backgrounds and third language learning motivation on TLA proficiency of Korean primary students and finding out whether there is correlation between family backgrounds as an environmental factor and motivation as a cognitive factor in third language acquisition.This present study selected 100 Grade 4 students from three Korean minority schools in Yanji,Jilin province.This study investigated family backgrounds and third language learning motivation of Korean primary students through questionnaires.The results show that: firstly,family backgrounds have a significant influence on third language(English)acquisition;secondly,third language learning motivation has a significant impact on third language acquisition,among which Ought-to Third Language Self has stronger influence,followed by Third Language Learning Experience,and the last is Ideal Third Language Self.Finally,family backgrounds are positively related with third language learning motivation.These results indicate that environmental factors and cognitive factors have a significant effect on third language acquisition of Yanbian Korean primary students.The development of third language acquisition of Korean primary students is not only related to internal factors,namely the cognitive situation of students,but also is related to external factors,namely,the language learning environment of students.In the complex language system,each factor is intermingled and interacted with each other.To improve the proficiency of third language acquisition of Yanbian Korean primary students feasibly,parents should do their utmost to improve their knowledge and abilities,set up the concept of life-long learning,change the educational mode of family,create a trilingual learning environment for children as much as possible,and also increase Ideal Third Language Self of children.Teachers and educators should pay more attention to the cooperation between schools and families,establishing a school-student-family-oriented learning mode,continuously improving their trilingual knowledge,constantly changing the pedagogical methods to enrich the class and concentrating on the change of students' motivation,thus conducting ‘whole person' education.