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대학 영어전용 강의와 외국어 학습 불안

Foreign language anxiety among the university students in English medium courses

김현옥
현대영어교육학회 (The Modern English Education Society)|2012.08|현대영어교육 (Modern English Education)|제13권 제3호|pp. 105-124

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참고문헌

키워드

foreign language anxiety내용중심교수법content-based instruction외국어 학습 불안영어전용 강의English-medium courses

초록

This study explores how university students experience foreign language anxiety in English-medium instruction (EMI) and what kinds of variables are associated with foreign language anxiety in EMI courses. Specifically, the study investigated the following: 1) the degree to which the university students experience foreign language anxiety in English-medium subject-matter courses; 2) the underlying factors of foreign language anxiety among the students in EMI courses; 3) the degree to which the students express foreign language anxiety depending upon the individual variables; and 4) the best predictor of foreign language anxiety in EMI courses. A total of 107 university students from four EMI courses completed Foreign Language Classroom Anxiety Scale (FLCAS) coupled with a background information survey. Through factor analyses, four factors were extracted: Communication Apprehension, Worry about Understanding Lessons, Fear of Negative Evaluation, and Self-Efficacy. The results indicated that the students’ levels of anxiety varied depending upon their overseas experience, self-assessed levels of proficiency and invested hours of study. The findings also showed that the students’ levels of foreign language anxiety were not significantly related to their achievement in the course they were taking. On the other hand, the students’ levels of foreign language anxiety were negatively correlated with the invested hours of study and self-assessed levels of proficiency. Overall, the students’ self-assessment turned out to be the most powerful predictor of the foreign language anxiety. The implications of the findings were suggested.

Abstract

This study explores how university students experience foreign language anxiety in English-medium instruction (EMI) and what kinds of variables are associated with foreign language anxiety in EMI courses. Specifically, the study investigated the following: 1) the degree to which the university students experience foreign language anxiety in English-medium subject-matter courses; 2) the underlying factors of foreign language anxiety among the students in EMI courses; 3) the degree to which the students express foreign language anxiety depending upon the individual variables; and 4) the best predictor of foreign language anxiety in EMI courses. A total of 107 university students from four EMI courses completed Foreign Language Classroom Anxiety Scale (FLCAS) coupled with a background information survey. Through factor analyses, four factors were extracted: Communication Apprehension, Worry about Understanding Lessons, Fear of Negative Evaluation, and Self-Efficacy. The results indicated that the students’ levels of anxiety varied depending upon their overseas experience, self-assessed levels of proficiency and invested hours of study. The findings also showed that the students’ levels of foreign language anxiety were not significantly related to their achievement in the course they were taking. On the other hand, the students’ levels of foreign language anxiety were negatively correlated with the invested hours of study and self-assessed levels of proficiency. Overall, the students’ self-assessment turned out to be the most powerful predictor of the foreign language anxiety. The implications of the findings were suggested.

참고문헌 (43)

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