The Role of L2 Communication Anxiety in Tendencies in Self-perceptions of L2 Competence in the Korean and Japanese Contexts
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The study is intended to investigate the relationships among actual L2 competence and learner variables affecting L2 communication such as L2 communication anxiety, perceived L2 competence, and L2 willingness to communicate (WTC), and to investigate the role of L2 communication anxiety in biases in L2 self-perceptions in the Korean and Japanese contexts. Thirty-eight Korean students and thirty-nine Japanese students responded to the questionnaires measuring their L2 communication anxiety, perceived L2 competence, and L2 willingness to communicate, and participated in the oral task performance measuring their actual proficiency. The results of the study are as follows: there were correlations between communication anxiety and perceived competence in both groups of students; communication anxiety plays a role in biases in self-perception of L2 competence with Korean students, but not with Japanese students.
Abstract
The study is intended to investigate the relationships among actual L2 competence and learner variables affecting L2 communication such as L2 communication anxiety, perceived L2 competence, and L2 willingness to communicate (WTC), and to investigate the role of L2 communication anxiety in biases in L2 self-perceptions in the Korean and Japanese contexts. Thirty-eight Korean students and thirty-nine Japanese students responded to the questionnaires measuring their L2 communication anxiety, perceived L2 competence, and L2 willingness to communicate, and participated in the oral task performance measuring their actual proficiency. The results of the study are as follows: there were correlations between communication anxiety and perceived competence in both groups of students; communication anxiety plays a role in biases in self-perception of L2 competence with Korean students, but not with Japanese students.
참고문헌 (19)
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