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초등 영어 학습동기와 불안감이 의사소통의지와 말하기 학습에 미치는 영향Effects of English-learning motivation and language anxiety of the elementary school students on willingness to communicate in English and English speaking

Authors
차정선김태영
Issue Date
2013
Publisher
한국초등영어교육학회
Keywords
영어 학습동기; 불안감; 영어 의사소통의지; 영어 말하기 성취도; English-learning motivation; anxiety; willingness to communicate; English-speaking proficiency
Citation
초등영어교육, v.19, no.1, pp 271 - 294
Pages
24
Journal Title
초등영어교육
Volume
19
Number
1
Start Page
271
End Page
294
URI
https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/35213
ISSN
1226-461X
Abstract
This study focuses on Korean elementary school students’ willingness to communicate (WTC), English-learning motivation, language learning anxiety, and their differential effects on students’ English-speaking proficiency and the frequency of English use. A total of 359 students in an elementary school located in Anyang city, Gyeonggi Province participated in the current study,which used a questionnaire survey method. The quantitative analysis results indicated that no significant difference existed between Korean English teachers and native English-speaking assistant teachers in terms of students’ WTC in English. Both English-learning motivation and anxiety exerted influence on their WTC; motivation was the prime factor whereas anxiety was only the secondary one. The fourth-year students exhibited a higher level of anxiety than the sixth-year counterparts toward Korean English teachers. The participants’ WTC in English directly affected the frequency of English use, and the frequency of English use directly affected the English-speaking proficiency. Such results imply that English teachers in Korea need to develop a learner-centered curriculum which can enhance elementary school students’ English-learning motivation and lower unnecessarily high affective filter.
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