우리나라 초·중·고등학생들의 영어학습 불안감과 동기
Korean elementary, middle, and high school students’ English learning anxiety and motivation
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It is important to analyze students’ various cognitive factors and affective factors in the learningprocess. The purpose of this study is to analyze the learning anxiety and motivation felt byEnglish learners in Korea. The analysis was carried out on learning anxiety and motivation inEnglish learning in South Korea focusing on elementary, middle, and high school students. Thecorrelation between learning anxiety and motivation was also determined. To answer theresearch questions, 462 students (101 in 5th grade elementary school, 165 in 2nd grade middleschool, and 196 in 2nd grade high school) in Nam-gu, Ulsan city were surveyed. The findingsindicate that students are increasingly anxious about learning English, and students' learningmotivation is high in both elementary school and high school but low in middle school. Also,students should be interested in English learning itself rather than external pressures such asentrance examinations and employment, and English learning anxiety has more influence thanlearning motivation. Through this study, teachers can teach students more effectivelyconsidering grade difference among students. Teachers can also help reduce the learning gap byhelping students who give up learning English.
Abstract
It is important to analyze students’ various cognitive factors and affective factors in the learningprocess. The purpose of this study is to analyze the learning anxiety and motivation felt byEnglish learners in Korea. The analysis was carried out on learning anxiety and motivation inEnglish learning in South Korea focusing on elementary, middle, and high school students. Thecorrelation between learning anxiety and motivation was also determined. To answer theresearch questions, 462 students (101 in 5th grade elementary school, 165 in 2nd grade middleschool, and 196 in 2nd grade high school) in Nam-gu, Ulsan city were surveyed. The findingsindicate that students are increasingly anxious about learning English, and students' learningmotivation is high in both elementary school and high school but low in middle school. Also,students should be interested in English learning itself rather than external pressures such asentrance examinations and employment, and English learning anxiety has more influence thanlearning motivation. Through this study, teachers can teach students more effectivelyconsidering grade difference among students. Teachers can also help reduce the learning gap byhelping students who give up learning English.
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