Earticle

초록

영어

Research on language anxiety to date has centered on the association between anxiety and the oral aspects of language use. Little is known about the relationship between anxiety and reading which plays a substantial role in a foreign/second language curriculum. This paper reports on a study that explored the complex nature of reading anxiety of an advanced-level ESL student. The study revealed that the advanced- level ESL student experienced anxiety when reading in L2 while he did not express general language learning anxiety in a classroom. The student expressed more anxiety in reading comprehension processes than in word decoding processes. His reading anxiety was caused fundamentally by a lack of self-confidence in his L2 reading ability as well as a limited reading time and such factors as the text itself, unfamiliarity of text topics, text lengths, difficult vocabulary, and complicated sentence structures. In order to reduce the levels of reading anxiety, he employed specific reading behaviors such as underlining and taking notes and strategies of skimming, scanning, and re-reading. The findings suggest that L2 reading anxiety may exist as a phenomenon distinguishable from general language learning anxiety for advanced-level ESL students.

목차

I. Introduction
 II. Literature Review
 III. Research Methodology
  1. Methodological framework
  2. Participant
  3. Data collection procedures
  4. Materials
  5. Ensuring trustworthiness
 IV. Results and Discussion
  1. Existence of L2 reading anxiety
  2. Anxiety and reading skills
  3. Major sources of L2 reading anxiety
  4. Strategies against L2 reading anxiety
 V. Conclusion
 Works Cited
 Abstract

키워드

저자

• Joo, Hyungmi [ 주형미 | Korean-American Education Foundation of Georgia ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810