Learning Anxiety, Listening Strategies and the Proficiency of Elementary School Learners

• 영문명: Learning Anxiety, Listening Strategies and the Proficiency of Elementary School Learners
• 발행기관: 한국영어학학회
• 저자명: Unkyoung Maeng
• 간행물 정보: 『영어학연구』영어학연구 제24호, 259~284쪽, 전체 26쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2007.12.30

영문 초록

  The goal of this study is to investigate the relationship among anxiety, listening strategies and proficiency in English learners of Korean elementary school. To this end, 167 elementary students participated in this study. They took the Primary English Level Test 1 and were asked to respond to questionnaire items related to foreign language classroom anxiety and listening strategies. Point-biserial correlation, Pearson correlation, MANOVA and multiple regression were used to analyze the data. The findings of this study are as follows:
  1) Anxiety and L2 proficiency/L2 listening proficiency for English learners of Korean elementary school are negatively correlated. 2) Anxiety and listening strategy are also negatively correlated. A positive correlation was determined between grade (age) and anxiety. 3) Listening strategy and anxiety are attributable to L2 proficiency/listening proficiency, although subcomponents of listening strategy contribute to the success of L2 learning more compared to those of anxiety.

목차

1. Introduction
2. Literature Review
3. Method
4. Results and Discussion
5. Conclusion
References
Appendix

키워드

anxiety listening strategy proficiency listening proficiency