earticle

영어

The goal of this study is to investigate English listening anxiety and classroom anxiety of high school students, because the anxiety is one of the most critical psycholinguistic factors in achieving high listening performance. The study is initiated by the following two research questions on foreign language anxiety. First of all, what comprises the English listening anxiety and classroom anxiety of high school students.The 1st research question is answered by an exploratory factor analysis which was performed on the FLLAS items to reduce the number of foreign language listening anxiety variables and to decide the fundamental factor structure of the FLLAS. According to Kaiser's rule, the scree test, interpretability, and the percentage of variance criterion, the principal component analysis with varimax rotation produced three factors; 1) Insufficient listening competence, 2) Audio, 3) Communications.The 2nd research question is answered by the exploratory factor analysis which was performed on the FLCAS items to reduce the number of foreign language anxiety variables and to decide the fundamental factor structure of the FLCAS. On the basis of Kaiser's rule, the scree test, interpretability, and the percentage of variance criterion, the principal component analysis with varimax rotation produced five factors; 1) Speaking, 2) Tests, 3) Classes, 4) Mistakes.Consequently, the study clearly offers the evidences to answer those two research questions on learning foreign language listening. The statistical results vividly show that the listening anxiety and foreign language classroom anxiety are composed of a few fundamental factors.

한국어

고등학생들의 영어듣기불안과 수업불안의 요인을 분석하여 불안이라는 정서적 측면이 듣기교육에서 어떠한 의미를 갖는지 모색한다. 먼저 듣기불안과 수업불안의 요인을 찾고자 고등학생들을 대상으로 설문조사를 한다. 수집된 설문지는 확인적 요인분석법(confirmative factor analysis)과 주성분 분석법(principal component analysis) 통해 분석된다. 복수 요인회전 후 최종 요인을 추출하여 선행연구에 근거하여 요인을 해석한다. 본 연구는 고등학생들의 영어 듣기불안이 첫 번째 부족한 듣기능력, 두 번째 오디오 청취환경, 세 번째로 의사소통 상황이라 명명한다. 그리고 외국어 수업불안의 첫 번째 요인은 말하기, 두 번째는 시험, 세 번째 요인은 수업, 네 번째 요인은 실수로 해석된다.