Earticle

초록

영어

The present research investigated university students' affective reactions to communicatively oriented classroom tasks when they were required to engage themselves in classroom learning activities and demonstrate communicative competence in English. To gain some insight into students' affective reactions to communication in English, the researcher conducted interviews with the respective EFL respondents. Three main themes that transpired from data collected were found to have negatively affected students' engagements in communication-based classroom tasks: (1) lacking self-confidence; (2) saving face through reticence; and (3) feeling apprehensive about speaking and writing. Based on the findings, some instructional suggestions pertaining to treatment interventions were finally addressed. (Kyungnam University)

목차

Abstract
 1. Introduction
 2. Literature review
  2.1. Conceptualization of communicative competence
  2.2. Affective threats to in-class communication in English
 3. Methodology
  3.1. Participants
  3.2. Procedure
  3.3. Data analysis
 4. Findings and discussion
  4.1. Lacking self-confidence
  4.2. Saving face through keeping silent
  4.3. Producing apprehension
 5. Conclusions
 References

키워드

의사소통 능력 정의적 요인 자신감 체면세우기 의사소통 불안감 귀인이론 communicative competence affective factor self-confidence saving face producing apprehension attribution theory

저자

• Youngsang Kim [ Kyungnam University ]

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