E-learning environment which operates second language anxiety and improve Japanese language proficiency.

本研究的目的是探索网络学习环境对第二语言焦虑的影响，提高日语能力。我想澄清以下三点。我想验证与焦虑倾向不同的学生相对应的有效反馈的方法。我想要验证第二语言焦虑的变化，以及反馈在课堂和网络学习环境中的效果。我想考察什么样的学生特征会影响语言学习。关于1，结果与焦虑程度无关，但当他们成功并收到表扬和鼓励的信息时，他们的动机就会增加。当它失败的时候，我们要做出重新挑战的机会也被建议。2左右，带到越南和中国，进行了e-Learning的定位，一堂e-Learning课正在推进。虽然自我效能感、成就动机、结果等各种因素都被假定为3，但它并没有明确地把握住这一趋势的开展。

The purpose of this research is to explore e-learning 1 environment which operates second language anxiety and improve Japanese language ability. I want to clarify the following three points.1. I would like to verify about the method of the effective feedback corresponding to the student from whom an anxiety tendency is different.2. I would like to verify about change of second language anxiety, and the effect of feedback in the classroom and e-learning environment.3. I would like to examine that what kind of the student characteristic affects language learningAbout 1, As a result, it is not concerned with anxiety level, but when they are successful and the message of praise and encouragement is received, their motivation increases. When it fails, we have to make the opportunity of a re-challenge was also suggested. About 2, it takes to Vietnam and China, orientation of e-learning is performed, and an e-learning lesson is advancing. Although various elements, such as self-efficacy, an achievement motivation, and results, are presumed about 3, it has not come to hold the tendency carried out clearly.