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영어 학습자의 말하기 불안, 의사소통 전략, 의사소통 과업 선호도

English language learners’ speaking anxiety, communication strategy, and communicative task preference.

김보미|김성연
현대영어교육학회 (The Modern English Education Society)|2015.02|현대영어교육 (Modern English Education)|제16권 제1호|pp. 175-194

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참고문헌

키워드

의사소통 전략말하기 불안speaking anxietycommunication strategy말하기 과업 선호도speaking task preference

초록

This study examined if and to what extent Korean middle school students’ speakinganxiety was associated with their communication strategies and speaking taskpreferences. In a survey conducted with 224 middle school students, the students withhigh levels of anxiety displayed lower levels of task preferences while using morecommunication strategies than their counterparts. As to the relationship among thethree variables, the study found positive correlations between two kinds of speakinganxiety (communication apprehension, fear of negative evaluation) and two types ofstrategy (reduction strategy, achievement strategy). In contrast, negative correlationswere noted between the two kinds of speaking anxiety and preferences for three typesof tasks (presentation, practice, production task). Interestingly, the reduction strategywas negatively correlated with task preferences, whereas the achievement strategy waspositively correlated with task preferences. In addition, the findings from the multipleregression analysis indicate that communication strategy predicted learner preferencesfor all the three task types. The findings suggest that teachers should provide speakingtasks learners prefer, and help them use achievement strategies while performing tasks.

Abstract

This study examined if and to what extent Korean middle school students’ speakinganxiety was associated with their communication strategies and speaking taskpreferences. In a survey conducted with 224 middle school students, the students withhigh levels of anxiety displayed lower levels of task preferences while using morecommunication strategies than their counterparts. As to the relationship among thethree variables, the study found positive correlations between two kinds of speakinganxiety (communication apprehension, fear of negative evaluation) and two types ofstrategy (reduction strategy, achievement strategy). In contrast, negative correlationswere noted between the two kinds of speaking anxiety and preferences for three typesof tasks (presentation, practice, production task). Interestingly, the reduction strategywas negatively correlated with task preferences, whereas the achievement strategy waspositively correlated with task preferences. In addition, the findings from the multipleregression analysis indicate that communication strategy predicted learner preferencesfor all the three task types. The findings suggest that teachers should provide speakingtasks learners prefer, and help them use achievement strategies while performing tasks.

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학습자의 학교급간 및 외국어 불안이 의사소통 전략 및 과업 선호도에 미치는 영향권진경, 조윤경새한영어영문학회 · 새한영어영문학2016 · 제58권 제2호Effects of Input- and Output-based Planning on Korean College Students’ Communication Strategy and Speaking Anxiety김성연, 이동주아시아테플 · Journal of Asia TEFL2018 · 제15권 제4호Identifying Korean College Learners’Communication Strategies in English-Mediated Classes전지현팬코리아영어교육학회 · 영어교육연구2012 · 제24권 제3호A Study on Relationship between Speaking Learning Strategy and Speaking Anxiety of Korean EFL College Students김지효, 박성만, 박은서, 박종태, 이영림, 장종화, 주미란한국비교정부학회 · 한국비교정부학보2020 · 제24권 제2호영어말하기 수업에서 자기 효능감, 불안감, 그리고 불안감 극복 책략김의강, 김지영외국학연구소 · 외국학연구2014 · 제30호Examining Korean College Students’ English Speaking Anxiety toward Native Speakers and Foreign Students나경희, 정소영대한영어영문학회 · 영어영문학연구2018 · 제60권 제3호

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