일본인 학습자의 한국어 불안과 구어 유창성 간의 상관관계 연구

다국어 초록 (Multilingual Abstract)

A Study on Correlation between Korean Language Anxiety and Oral Proficiency of Japanese Learners

The purpose of this study is to clarify the relationship between Korean anxiety and oral proficiency of Japanese learners. For this purpose, Korean anxiety was measured by using the Foreign Language Classroom Anxiety Scale of Horwitz, Horwitz & Cope (1986) for 42 Japanese learners of Korean language education institutions and universities. The data for oral proficiency were collected through narrative tasks using a sample of 20 subjects and analyzed.
  Overseas, studies on foreign language anxiety of L2 learners of East Asian countries have been conducted for a long time, especially Japanese learners. For this reason, the passive attitude of learners in the classroom has been consistently observed by various researchers, and as a result, It has been believed that Japanese learner's foreign language anxiety is stronger than other learner, which ultimately can have a negative effect on their L2 learning. Especially for Japanese learners, there has been a continuing question about the tendency to reluctant to speak during foreign language class, for educational reasons and cultural reasons. Based on these previous researches, I thought that this would negatively affect the oral proficiency, assuming that the above-mentioned foreign language anxiety will also appear in the Japanese KSL learners. The results of the study are as followed.
(ⅰ). Do Japanese learners of Korean feel foreign language anxiety? According to the results, 4th grade, 2.45 points, 5th grade, 2.41 points and 6th grade, 2.52 points, and advanced learners had the highest level of Korean anxiety. (4 points on Likert scale) As a result of the interviews, it was found that Japanese learners felt foreign language anxiety, but they were not very strong.
(ⅱ). What is the pattern of anxiety due to the proficiency of Japanese learners of Korean? Based on TOPIK, Korean language anxiety among 4th, 5th, and 6th grade Japanese learners had similarities and differences. Regardless of Korean proficiency, they deeply understood why some people get so upset over Korean language classes. Also, the majority were less anxious about others' gaze and mistakes, less afraid of being pointed out mistakes, and rather they expressed gratitude for the people who pointing out mistakes.
(ⅲ). Is there any difference between the anxiety factors of Japanese learners of English and Japanese learners of Korean? According to previous research on foreign language anxiety of Japanese learners of English, they were shy and were reluctant to speak very English in class, and their language anxiety had finally been found to have a negative effect on language learning. It has also been known that fear of mistakes is strong and is greatly influenced by the gaze of others. However, in contrast to this, Japanese learners of Korean was less anxious about foreign language than the Japanese learners of English and relatively positively in Korean language class. Nevertheless, they were similarly highly anxious about situations that had to be told suddenly without preparation. I think this difference comes from the similarity of Japanese and Korean, or from a low cultural heterogeneity.
(ⅳ). How does foreign language anxiety of Japanese learners of Korean affect the oral proficiency? The correlation between Korean language anxiety and oral proficiency was statistically significant. 4th and 5th grade students showed significant correlation between Korean language anxiety and oral proficiency (r= 1.000, p=.000< 0.01, r= -.723, p= .000<0.05). High correlations between the 4th and 5th grade students showed that there was a very high correlation between Korean language anxiety and oral proficiency. No statistically significant correlation was found for 6th grade students. (r= 1.000, p= .939>0.05) In addition, I felt through conducting surveys and in-depth interviews that Foreign language anxiety on Japanese learners of Korean anxiety had an effect on oral proficiency, but before that, It had a greater influence on their passive speaking attitude. Therefore, if teachers understand them, give them many opportunities to actively participate in Korean speaking activities, and help them interact with other students, they will be more active in class and will have a positive impact on oral proficiency as well as speaking attitude.
This study is meaningful in that it examines the relationship between foreign language anxiety and oral proficiency of Japanese learners more deeply through questionnaires and interviews, but it has limitations in the following point. First. It is difficult to generalize because the population is limited to 42 persons and the sample is limited to 20 persons. Second. Only the foreign language anxiety in the classroom was examined. Third. The actual communication environment is not reflected in the task for spoken fluency. However, this study provides a study on the correlation between foreign language anxiety and spoken fluency of Japanese learners who have not been addressed so far. Therefore, I hope that these results can be used as basic data for the understanding of Japanese learners and participation in active teaching activities in Korean language classroom.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 필요성 및 목적 1
• 1.2. 선행 연구 2
• 1.2.1. 외국어 불안 2
• 1.2.2. 외국어 불안과 말하기 8
• 1.2.3. 한국어 교육과 외국어 불안 10
• 1.3. 연구 문제 15
• 2. 이론적 배경 16
• 2.1. 외국어 학습과 외국어 불안 16
• 2.2. 구어 유창성 18
• 3. 연구 실험 20
• 3.1. 연구 참여자 20
• 3.2. 연구 방법 및 도구 21
• 3.2.1. 설문 조사 21
• 3.2.2. 말하기 과제 24
• 3.2.3. 심층 인터뷰 28
• 3.3. 연구 절차 28
• 4. 실험 결과 30
• 4.1. 인구통계학적 분석 30
• 4.1.1. 성별에 따른 한국어 불안 양상 30
• 4.1.2. 나이에 따른 한국어 불안 양상 31
• 4.1.3. 학습 기간에 따른 한국어 불안 양상 32
• 4.1.4. 거주 기간에 따른 한국어 불안 양상 33
• 4.2. 일본인 학습자의 숙달도에 따른 한국어 불안 양상 34
• 4.2.1. 4급 학습자의 한국어 불안 양상 35
• 4.2.2. 5급 학습자의 한국어 불안 양상 39
• 4.2.3. 6급 학습자의 한국어 불안 양상 45
• 4.2.4. 일본인 학습자의 숙달도와 한국어 불안 간의 관계 51
• 4.3. 일본인 학습자의 숙달도별 구어 유창성 53
• 4.4. 일본인 학습자의 한국어 불안과 구어 유창성 간의 관계 56
• 5. 결론 58
• 참고 문헌 63
• ABSTRACT 83