Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
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韩国英语学习者持续的口语焦虑：托业强化课程案例研究
DOI：
10.18823/asiatefl.2018.15.1.2.17
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Jeong Ok Kim
中科院分区：
文献类型：
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作者：
Jeong Ok Kim
随着韩国英语学习者通过国际就业市场与NNSS和NSS互动的机会越来越多，大学正在设立许多英语强化课程，受到学生的欢迎。鉴于这些学生付出了大量的努力，他们的英语口语焦虑(ESA)及其对他们努力的影响还没有得到很大程度的研究。本研究旨在调查韩国大学生托业强化口语中的外语焦虑(FLA)和认知过程中的语言焦虑(LACP)及其与学业成绩的关系。通过统计分析来追踪学生在外语课堂焦虑量表(FLCAS)变量与外语课堂焦虑量表(LACP)之间的相关性，以及它们对托业口语成绩的影响。这项研究还包括教师对学生的半结构化访谈和学生的入门日记，以表达他们对英语口语的看法。研究发现，英语学习成绩与外语学习成绩之间存在不同程度的相关关系，并对托业口语成绩有显著的负相关。在此基础上，进一步探讨了本研究对教师在学习英语的过程中考虑到学习者的ESA的启示。
With the growing, and often required, opportunities for Korean EFL learners to interact with NNSs as well as NSs via international job markets, many English intensive programs are being established by universities and are welcomed by students. Given that a great deal of effort is being made by these students, their English Speaking Anxiety (ESA), and its impact on their efforts, has not been examined to any great degree. This study aims to investigate Foreign Language Anxiety (FLA) and Language Anxiety in Cognitive Processes (LACP) of Korean university students in an Intensive TOEIC speaking program and their relationships with their academic achievement. Statistical analysis was carried out to trace students’ ESA between the Foreign Language Classroom Anxiety Scale (FLCAS) variables and its correlation with the LACP and their impact on students’ TOEIC speaking achievement throughout the program. This study also includes instructors’ semi-structured interviews with students and the students’ introductory journals to offer their voices on English speaking. The study documents that ESA is correlated between FLA items and LACP variables differently and influence TOEIC speaking performance negatively. The implication of the study is discussed further with regard to teachers’ consideration of learners’ ESA when learning the language.
小学生人工智能学习教材开发（一）-利用深度学习的教材开发-
DOI：
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发表时间：
2018
期刊：
影响因子：
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作者：
鈴木雅人;北越大輔;吉田拓起，嶋村駿希，古賀翔也，古賀洸希，深井澄夫，野口卓朗，清水暁生，石川洋平;木下祥太朗，蜂谷美季，鈴木雅人，西村亮
通讯作者：
木下祥太朗，蜂谷美季，鈴木雅人，西村亮