초등영어 교사 불안에 대한 연구

Teacher anxiety is an important variable to consider with regard to English language teaching, in that it may negatively influence the way teachers make instructional decisions. This study aims to identify sources of primary school English teacher anxiety. The Foreign Language Teaching Anxiety Scale (FLTAS) was used to measure anxiety in Korean primary school English teachers. The study found that the items on which the participants displayed high levels of anxiety were directly related to primary school settings. In addition, the teachers' anxiety was found to have statistically high, negative correlation with their preferences for innovative teaching approaches, whereas the correlation between teacher anxiety and the preference for traditional approaches was high and positive. The results also provide a potential explanation of anxiety-producing contexts in foreign language classrooms, the sources of anxiety, and coping strategies that teachers use to lower their anxiety. Pedagogical implications of the findings are discussed.