성격5요인이 학습동기와 언어불안을 매개로 학습능력에 미치는 영향분석- 구성주의 학습관에 근거하여
The Effect of the Big Five Personality Traits on Learning Ability Mediated by Motivation and Anxiety- Focused on the Constructivism
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본 연구는 반복중심의 행동주의에서 벗어나 외부 세계와의 상호작용하여 경험, 지식의 의미 를 구성하는 학습자라는 구성주의에 근거한 외국어 학습관에 주목하였다. 이를 위해서 학습자의 성격요인을 원인요인으로, 학습동기와 불안을 매개요인으로 한 후 외국어 학습 능력에 미치는 영 향을 구조 방정식을 이용하여 확인하였다. 분석결과는 다음의 네 가지로 나타났다. 첫째, 여성의 경우에는 신경증이 높을수록 커뮤니케이션 불안이 높아지고 있었지만 남성의 경우에는 친화성이 커뮤니케이션 불안에 통계적으로 유의한 영향을 미치고 있었다. 둘째, 남성의 경우 친화성이 증 가할 때 불안요소는 증가하여 부정적 요소로 작용하였으나, 외국어 학습에 대한 흥미는 증가하 여 긍정적 효과를 보이고 있었다. 셋째, 외국어 학습 성적에 영향을 미치는 요소는 학습동기이기 보다는 불안요소였다. 넷째, 커뮤니케이션 불안의 경우 여성에게는 단어성적에 부(-)적 영향을 미 쳤지만, 남성에게는 시험불안이 숙어점수와 어휘점수에 부(-)적 영향을 미치고 있었다. 본 연구는 부산지역의 1개 대학의 1학년생 120명을 대상으로 한 연구로서 전국 대학생으로 일반화할 수는 없다. 하지만 시험성적과 설문조사를 연결하여 분석함으로써 성격요인과 학습동기, 불안의 요소 가 시험성적에 미치는 영향을 실증적으로 분석할 수 있었다. 향후 보다 진척된 연구를 기대한다.
Abstract
This study focuses on the foreign language learning center based on constructivism, which is a learner who constructs the meaning of experience and knowledge by interacting with the outside world. For this purpose, we examined the effect of learner personality factors as causal factors, learning motivation and anxiety as mediation factors, on the learning ability of foreign language using PLS structural equation modeling. The results of the analysis are as follows. First, in the case of women, communication anxiety increased with higher neuroticism, but in the case of men, affinity factor had a statistically significant effect on communication anxiety. Second, in the case of men, the anxiety factor increased as the affinity increased, which served as a negative factor, but the interest in foreign language learning increased as the affinity increased, which served as a positive factor. Third, factors influencing foreign language learning scores were anxiety factors rather than learning motives. Fourth, in the case of communication anxiety, negative effects on word scores were observed in women, whereas test anxiety had negative effects on idiomatic scores and vocabulary scores in males. This study is based on 120 freshman students of one university in Busan which can’t be generalized as a university student in the whole Korea. However, it was possible to analyze empirically the effect of personality factors, learning motivation, and anxiety factors on test scores by analyzing test scores and surveys. We expect more advanced research in the future.
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