한국어 초급 학습자의 한국어교실 불안 수준 및 불안 요인 분석

• 영문명: Analysis of Anxiety Levels and Anxiety Factors among Beginner-level Learners in Korean Language Classrooms
• 발행기관: 한국언어문학회
• 저자명: 안성민(Sung-min An)
• 간행물 정보: 『한국언어문학』第130輯, 293~316쪽, 전체 24쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2025.07.31

국문 초록

This study investigates the classroom anxiety experienced by beginner-level learners of Korean. Specifically, it aims to identify the characteristics and underlying factors of anxiety and examine the relationships among these factors. The Korean version of the Foreign Language Classroom Anxiety Scale (FLCAS) was adapted for this study, and survey data were collected from 119 beginner-level learners of diverse nationalities. The results yielded the following findings. First, while the overall level of classroom anxiety was relatively low, certain situations provoked stronger emotional responses. Learners reported the highest anxiety when forgetting previously learned material due to nervousness, worrying about Korean language test results, or comparing their proficiency with that of peers. In contrast, they experienced relatively low anxiety in situations involving reluctance to participate, confusion during test preparation, and fear of instructor feedback, suggesting generally positive attitudes toward instruction and classroom activities. Second, exploratory factor analysis revealed five distinct dimensions of classroom anxiety: interaction anxiety, self-efficacy anxiety, social comparison anxiety, evaluation anxiety, and lack of learning immersion. Notably, learners reported heightened anxiety during interactions with instructors and classmates, along with a lack of confidence in their Korean language abilities and discomfort with evaluative situations. Third, correlation analyses demonstrated significant associations among the sub-factors. Social comparison anxiety and evaluation anxiety showed the strongest inter-factor correlation, indicating that these two domains play a central role in shaping overall classroom anxiety. Peer comparison and performance-related situations emerged as particularly influential in elevating anxiety levels. These findings highlight the multidimensional nature of classroom anxiety in beginner Korean learners and underscore the importance of developing instructional strategies that address learners’ emotional needs.

목차

1. 서론

2. 연구방법

3. 한국어 초급 학습자의 불안 양상

4. 결론

참고문헌

키워드

한국어교실 불안 불안 요인 사회적 비교 평가 불안 학습 상호작용 불안 한국어교육 Classroomto elevate overall anxiety levels significantly anxiety Anxiety factors Social comparison Evaluation anxiety Learning interaction anxiety Korean language education

참고문헌

• 연세대학교 대학원 석사학위논문
• 새국어교육
• 외국어로서의 한국어교육
• 사회언어학
• 커뮤니케이션북스
• 학습자 중심교과교육연구
• 한빛 아카데미
• 외국어로서의 한국어교육
• 한국언어문화학
• 한중인문학 연구
• 어문논집
• 이중언어학
• 외국어로서의 한국어교육
• 동남어문논집
• 우리어문연구
• 영주어문
• 한성어문학
• 연세대학교 석사학위논문
• 우리어문연구
• 학습자중심교육연구
• 인문학논총
• 이중언어학
• 한민족어문학
• 한민족문화연구
• 이화여자대학교 석사학위논문