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Anxiety Element of Learners in Japanese Class -Focus on a Japanese native teacher and a Japanese non-native teacher-

  • 日本硏究
  • 2017, (44), pp.185-205
  • DOI : 10.20404/jscau.2017.02.44.185
  • Publisher : The Center for Japanese Studies
  • Research Area : Humanities > Japanese Language and Literature
  • Received : December 31, 2016
  • Accepted : February 1, 2017
  • Published : February 20, 2017

Miho Honda 1

1이화여자대학교

Accredited

ABSTRACT

This study found that the anxiety element of learners to teachers (NT:a Japanese native teacher and NNT:a Japanese non-native teacher) that occurs before class starts in the mother tongue uses the environment of the learner. Students of six universities, who are taking a Japanese class, were asked about anxiety towards the lessons held by NT and NNT. Data was analyzed using both a factor analysis and a one-way ANOVA. The findings of NT revealed that the following two factors were extracted. The first factor is “anxiety about teacher's Korean language ability and Korean culture understanding.” The second factor is “anxiety about understanding of the class and communicating with teachers." As a result of the one-way ANOVA, in the second factor, a significant difference was shown between the two groups. Groups with learning experience ranging more than one year and less than two years, and longer than 4 years, had a low degree of anxiety. In comparison, groups with learning experience ranging more than two year and less than four years, and shorter than one year had a high degree of anxiety. The findings of NNT revealed that the following three factors were extracted. The first factor is “anxiety about knowledge and education in relation to Japanese culture”, the second factor is “anxiety about knowledge and Japanese operational ability”, and the third factor is “anxiety about educational methods." Using one-way ANOVA, we examined differences between groups by learning experience, but no significant difference was found.

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