Earticle

초록

영어

This study analyzes the results of ten foreign language anxiety (FLA) research papers from the Korean post-secondary EFL context. Its aim is to identify some of the methodological limitations that persist in such research in an effort to influence the epistemological perspectives and methodological approaches of future studies. A comprehensive summary of the FLA-associated factors, variables, and pedagogical implications reported in the respective research papers is presented. Discussions include a critical analysis of the traditional cognitivist approach to FLA research, addressing issues associated with attempts to isolate and objectively quantify the cognitive states of the students. Highlighted is the argument that, when the socio-cultural dimension of language learning is adequately accounted for, many of the underlying assumptions inherent to traditional FLA research become inescapably problematic. The study concludes by emphasizing the need to adopt holistic, interpretive, and social constructivist research perspectives through which the dynamic and ever-changing nature of human activity can be more fully accounted for, and by which the pedagogical implications remain deeply entwined with, rather than detached from, the context in which the language learning activity takes place.

목차

Abstract
 I. Introduction
 II. Literature Review
  1. Foreign Language Anxiety
  2. Facilitative Effect of FLA on Language Learning
  3. The Korean Context
  4. Limitations of Positivistic Research
 III. Methodology
  1. Rationale for Review of Literature
  2. Introduction to the FLA Studies
  3. Reinterpretation of Likert-Scale Data
  4. Summary of FLA Factors
  5. Pedagogical Implications
 IV. Results
  1. Summary of the Participants
  2. Summary of Research Findings
 V. Discussion
  1. Assumption 1: Contextualized Pedagogical Details are Largely Irrelevant
  2. Assumption 2: Measures of Student Achievement are Valid
  3. Assumption 3: Lower FLA scores are Superior to Higher FLA Scores
  4. Assumption 4: Teachers are Agentive and Students are Passive
 VI. Conclusion
 References

키워드

저자

• Neil Briggs [ Hannam University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405