예비 초등교사의 영어 모의수업에서 나타나는 교수 불안감 분석

The purpose of this study was to investigate the English language teaching anxiety of non-native pre-service elementary school teachers(NNPSEST). 61 NNPSESTs participated in the present study. The data was collected by using the English language teaching anxiety scale(ELTAS), an instrument developed to measure teaching anxiety of NNPSESTs in micro-teaching sessions. In addition to the ELTAS, the reflective papers submitted by NNPSESTs were also analyzed and coded according to the frequency of strategies used to overcome their anxiety. The results of factor analysis revealed that the teaching anxiety of NNPSESTs consisted of the following four major factors: anxiety on teaching capability, anxiety on coping ability, anxiety on English competence, and anxiety on evaluation. Some factors had significant relationships with NNPSESTs-related variables as follows: The anxiety on teaching capability was significantly higher for female NNPSESTs than male NNPSESTs; In terms of the level of teaching capability, NNPSESTs with intermediate level had the highest level of anxiety on their English competence; Although no significant differences in the English language teaching anxiety were found among the groups classified by their English competence, the strategies for overcoming the anxiety were used most frequently by NNPSESTs with lower level of English competence. Some suggestions for further research were included.