A Study on Anxiety of Non-native Korean Teachers in Thailand This research is about foreign language teaching anxiety of non-native student teacher. Teaching anxiety is one of the important factor of language learning, but there are not enough studi... A Study on Anxiety of Non-native Korean Teachers in Thailand This research is about foreign language teaching anxiety of non-native student teacher. Teaching anxiety is one of the important factor of language learning, but there are not enough studies about that. Previous studies indicated that the teaching anxiety of non-native teacher is a significant negative factor of a language learning environment. The aims of this study is to investigate the feature of anxiety of non-native Thai teachers who teach Korean as a second language, understand affective traits of the teachers, search the causes and situations of the anxiety and suggest a strategy to relieve the foreign language teaching anxiety. This study is for building a basic data to educate qualifying non-native Korean teachers. The study set up 4 subjects of inquiry as follows. (1)Does the Thai teachers experience the anxiety when they teach Korean as a second language? (2)What are the causes and situations of the anxiety of Thai Korean language teachers? (3)What is the connection between the language teaching anxiety and selection of teaching method? (4)What is the strategy to lower the level of the anxiety of Thai Korean language teachers? The result of this study shows that Thai Korean language teachers experience feelings of anxiety directly related to Korean language teaching situation. This result differs from the result that non-native English language teachers experience high level of anxiety associated with communication skills like speaking ability, progressing class. It is because the Korean language education environment of Thailand focus on grammar not on communication skills The significantly different result between the study of non-native English teachers and the study of Thai Korean language teachers indicates that the causes of teaching anxiety differ depending on their foreign language education environment. In this study, practical strategies to lower and release the teaching anxiety of Thai Korean language teachers are suggested based on the questionnaire results. The suggestion should be carried by both Korean institutions in Thailand and Thai Korean teachers. Korean institutions in Thai should be consider followings. First, education of word vocabulary and idiomatic expression is necessary. Secondly, education of teaching theory and method is necessary. Thirdly, developing Korean language textbook for Thai is necessary. Lastly, education of Korean culture is necessary. Thai Korean language teachers should carry out followings. First, they learn and exercise Korean constantly. Second, expanded relationship with Korean native teachers in Thai and research are necessary. To minimize the teaching anxiety of Thai Korean language teachers, continuous effort of Korean language educational institutions in Thai and S. Korea is important. And the language teacher’s effort to improve their own ability is also vital. Previous studies emphasized that understanding the teaching anxiety of non-native language teachers is the significant factor that affects the quality of learning & teaching. The result of this study demonstrates that the teaching anxiety of Thai Korean language teachers may affect on the quality of learning of students. And the teaching anxiety of Thai Korean language teachers features their own affective characteristic that is quite distinct from the anxiety of non-native English teachers in previous studies. This study has a limit because of its small sample. Bigger and homogeneous sample study is necessary to examine the correlation between the individual variables and the language teaching anxiety. And furthermore, the studies of the non-native Korean language teacher’s anxiety in various countries and diverse cultures are needed. ，韩语论文范文，韩语毕业论文 |
