대학생들의 학습 동기와 언어 불안이 의사소통 능력에 미치는 영향

다국어 초록 (Multilingual Abstract)

A commonly cited problem in English language education in Korea is the lack of student motivation and high levels of student anxiety. Complicating this issue is the fact that there is relatively discussion on the correlation between motivation and anxiety, and its effect on communicative competence.
This study investigates motivation and anxiety in relationship to the development of communicative competence and the effect of undergraduate learner motivation and anxiety on communicative competence.
This study addresses the following research questions.
First, What is the correlation between the four types of learning motivation - integrative motivation, instrumental motivation, attitudes toward English and interests in Learning English, and communicative competence?
Second, is there a correlation between language anxiety, communicative apprehension and test anxiety, and communicative competence?
For this study, undergraduate university students served as the participants. The measure of communicative competence was determined by FLCAS and AMTB tests, and were analyzed by way of descriptive statistics, reliability analysis and correlation analysis using the SPSS/WIN statistics program.
The result of this study demonstrated no discernablecorrelation between integrative motivation, instrumental motivation and communicative competence. However, attitudes toward English and interests in Learning English showed a direct correlation to communicative competence.
Through this analysis, it was determined that positive outcomes in communicative competence were influenced by learning motivation and language anxiety through the following practical intervention.
To improve communicative competence, teachers should consider adopting a curriculum that give students a greater sense of accomplishment and generates greater interest in learning English.
Teachers should strive to create an atmosphere where students are exposed to as much natural and authentic English as possible. In addition, teachers should try to provide as much positive feedback as possible, even when errors in student language occur.
Teachers should consider evaluation and assessment strategies that reduce anxiety through the use of objective and coherent typologies. In addition, it is desirable for students and teachers to agree on and set evaluative objectives that are reasonable and achievable.
Students need to be made aware that fear and anxiety are natural emotions in the development of a second language, particularly when using interactive activities to generate communicative competence.
In conclusion, this study found little or correlation between integrative motivation, instrumental motivation and communicative competence, but a strongly negative correlation between high levels of language anxiety and the development of communicative competence.

목차 (Table of Contents)

• Ⅰ.서론 1
• 1.연구의 목적 및 필요성 1
• 2.연구 과제 3
• Ⅱ.이론적 배경 4
• 1.학습 동기 4
• 2.언어 불안 11
• 3.의사소통 능력 16
• Ⅲ.연구 방법 26
• 1.연구 대상 및 기간 26
• 2.연구 도구 26
• 3.연구 절차 31
• Ⅳ.연구 결과 및 분석 34
• 1.기술 통계 34
• 2.변수별 상관관계 36
• 3.분석 40
• Ⅴ.논의 43
• 1.학습 동기와 의사소통 능력의 상관관계 43
• 2.언어 불안과 의사소통 능력의 상관관계 45
• Ⅵ.결론 및 제언 48
• 1. 결론 48
• 2. 제언 49
• 참고문헌 51
• ABSTRACT 59
• 부록 61