초록 열기/닫기 버튼
This study aimed to explore how differently language anxiety would mediate the effects of CF on learning the selected target L2 structures: English verb tenses, relative clauses, and comparative adjectives. The participants (n=122) from eight intact classes of an English conversation course were randomly assigned to three groups: the input-based group (TIE), the output-based group (DICT), and the control group (CG). Levels of language anxiety among the participants were measured by a language anxiety questionnaire with a four-point Likert. A pre-test and a post-test were conducted to measure the effectiveness of CF on learning the target L2 structures. After the post-test, follow-up interviews with students were conducted. This study found that the relationships between language anxiety and CF effects varied according to the target L2 structures. In other words, language anxiety positively affected learning English verb tenses, whereas it was negatively related to learning relative clauses. The interview results, especially from high-anxiety students in both the TIE and DICT group, indicated that CF did not provide an explicit clue on their noticing although it was helpful for their L2 learning.
