원어민 영어수업에서 느끼는 학습동기, 불안감, 의사소통 의지와 영어성적과의 관계

• 영문명: Correlational study on English learners’ motivation, anxiety, WTC and their English achievement scores in native teachers’ classes
• 발행기관: 한국영어어문교육학회
• 저자명: 남정미(Nam, Jung-Mi)
• 간행물 정보: 『영어어문교육』영어어문교육 제17권 제2호, 139~160쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.06.30

영문 초록

This study examines correlations between affective variables and English learners’ achievement in native teachers’ classes. Specifically, it aims to study the relationships among Korean college students’ English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students’ English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students’ achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 논의 및 결론

참고문헌

키워드

동기 불안감 의사소통의지 정의적요인 영어성취도 점수 motivation anxiety WTC affective variables English achievement scores