교실에서 학습자 모국어 사용이 학습자의 정의적 요인에 미치는 영향

The influence of using learner’s mother tongue on learner’s affective factors

The purpose of this study is to examine the different influence of between classroom using student mother language and classroom using target language. The subject were 149 beginning level students. Group A was taught Korean by students’ mother tongue, group B was taught Korean by Korean. The findings of the study are as follows. First of all, it was found that there were meaningful difference on risk-taking and attitude between the two group according to the teacher’s use of leaner’s mother language. Group A showed higher level of risk-taking than the other group and group B showed anxiety, attitude and interesting. Second, there were meaningful difference on correlation of affective factors between two group according to teacher’s use of leaner’s mother language. Group A showed that there were higher correlation of all of affective factors. But In group B, there were correlation of anxiety and risk-taking, attitude and interesting.