외국어불안과 교실상황이 학업성취도에 미치는 영향

The effect of foreign language anxiety and classroom climate on learning achievement: Focusing on Korean language learners

본 연구의 목적은 한국어 학습자가 한국어를 학습할 때 느끼는 외국어불안과 교실상황이 학업성취도에 미치는 영향을 알아보는 데에 있다. 96명의 학습자를 대상으로 외국어불안과 교실상황에 대한 설문조사를 실시한 결과, 외국어불안은 학업성취도와 부정적 상관관계를 보이며 특히 표현 기능 영역의 학업성취도와 높은 부정적 상관관계를 보였다. 외국어불안의 네 가지 종류에 따라 학습자의 학업성취도에 미치는 영향도 각각 다른데 의사소통불안은 말하기, 쓰기와 부정적 상관관계가 있었으며 부정적 평가 불안은 듣기와 부정적 상관관계가 있었다. 하지만 교실상황과 학업성취도는 서로 어떠한 상관관계도 보이지 않았다.

The purpose of this study is to investigate the effect of foreign language anxiety and classroom climate on learning achievement in Korean language learners. The study employs two questionnaires and one evaluation test to figure out the correlation between them. Two questionnaires are foreign language classroom anxiety scale and classroom environment scale. Participants are 96 students who study Korean with academic purpose in Korean language program in Korea. The result of this study showed that a negative correlation was found between foreign language anxiety and achievement, especially‚ between foreign language anxiety and productive skill such as speaking and writing. The different kinds of foreign language anxiety have different effects on achievement. More specifically‚ the communication anxiety has showed negative correlation with speaking and writing‚ and the fear of negative evaluation has showed negative correlation with listening. However, it was found neither a correlation between classroom climate and achievement nor the effect of classroom climate on each achievement in listening, reading, speaking and writing.