언어불안감에 대한 영어 교사와 학습자간의 인식 차이

• 영문명: Differences in teachers' and learners' perspective on ELT learners' anxiety
• 발행기관: 한국영어어문교육학회
• 저자명: 김보민(Kim, BoMin) 김해동(Kim, Haedong)
• 간행물 정보: 『영어어문교육』영어어문교육 제16권 제3호, 161~182쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.09.30

영문 초록

The goals of this study were to identify differences in learners’ and teachers’ perspectives on EFL learners’ language anxiety, to identify the differences among teachers coping with learners’ language anxiety, and to find how learners cope with their language anxiety. The research was effectuated by means of a survey questionnaire and interviews. The data were collected from 92 teachers and 230 students in four different school settings. There were the 6th grade 50 primary school learners, the 2nd grade 60 middle school learners, the 11th grade 60 high school learners of, and the 2nd and 3rd grade 60 university learners. There were also 26 primary school teachers, 22 middle school teachers, 21 high school teachers, and 23 university teachers. The findings reveal that there were differences in responses among the respondents. The findings suggest that teachers need to pay attention to their particular learners' anxiety sources: especially in the case of primary school setting, the activity of answering teachers’ questions for teachers was the primary source of learner’s anxiety, in the case of middle school settings, translating sentences in English into Korean, in the case of high school setting, checking unknown vocabulary, and in the case of university settings, university learners felt anxious when classmates spoke fluently. The implications of the study indicate that these aspects should be handled carefully to motivate certain group of learners.

목차

I. 머리말

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론

키워드

학습자 불안감 교사 인식 learner anxiety teacher awareness