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토익 집중 프로그램 사례에 비추어 본 대학생의 외국어 불안 현황에 대한 비교연구

A Comparative Case Study on Current Foreign Language Anxiety of University Students Reflected on a TOEIC Intensive Program

김정옥
한국현대언어학회 (The Modern Linguistic Society Of Korea)|2017.11|언어연구 (Linguistic Research)|제33권 제3호|pp. 339-362|DOI 10.18627/jslg.33.3.201711.339

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참고문헌

주제분류언어학

초록

This study aims to investigate the Foreign Language Anxiety (FLA) of Korean college students in a four week TOEIC Intensive program and analyze FLA through comparing TOEIC and TOEIC speaking class. The program consists of five TOEIC classes and a TOEIC speaking class. The six FLA variables of 123 participants were measured and changes in TOEIC pre and post-test scores were documented. The correlation of FLA items and achievement of TOEIC and TOEIC speaking scores were analyzed respectively using SPSS 18.0 to detect how FLA influences language performance and achievement differently according to learners’ language levels and functions. This study also included the instructors’ semi-structured interviews with students. The results reveal how FLCAS is correlated between FLA items and influence learners’ performance. The implication of the study is further discussed with regard to teachers’ consideration of learners’ FLA when learning a language. It will eventually give language teachers a perspective on how they can possibly create a learning environment which can alleviate language learners' FLA.

Abstract

This study aims to investigate the Foreign Language Anxiety (FLA) of Korean college students in a four week TOEIC Intensive program and analyze FLA through comparing TOEIC and TOEIC speaking class. The program consists of five TOEIC classes and a TOEIC speaking class. The six FLA variables of 123 participants were measured and changes in TOEIC pre and post-test scores were documented. The correlation of FLA items and achievement of TOEIC and TOEIC speaking scores were analyzed respectively using SPSS 18.0 to detect how FLA influences language performance and achievement differently according to learners’ language levels and functions. This study also included the instructors’ semi-structured interviews with students. The results reveal how FLCAS is correlated between FLA items and influence learners’ performance. The implication of the study is further discussed with regard to teachers’ consideration of learners’ FLA when learning a language. It will eventually give language teachers a perspective on how they can possibly create a learning environment which can alleviate language learners' FLA.

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관련 논문AI추천

Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program김정옥아시아테플 · Journal of Asia TEFL2018 · 제15권 제1호A Study on Foreign Language Anxiety of College Students in an Intensive English Program김정옥한국영어교과교육학회 · 영어교과교육2017 · 제16권 제3호외국어 불안 연구에 관한 고찰김정옥, 민수정한국언어과학회 · 언어과학2016 · 제23권 제3호대학생들의 영어 읽기 불안과 읽기 성취도의 관계김경철, 박혜숙대한영어영문학회 · 영어영문학연구2014 · 제40권 제4호원어민교수 영어수업에서 느끼는 영어학습 불안연구남정미한국언어과학회 · 언어과학2011 · 제18권 제2호한국 EFL 대학생의 외국어불안감 및 자각의사소통능력과 의사소통의지간의 관련성 연구곽경섭한국영어교과교육학회 · 영어교과교육2018 · 제17권 제1호

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