This study investigates the effect of team-teaching between Korean English teachers and native speakers of English on English learning anxiety. A total of 248 elementary students in grade 6 participated in this study. One group of students were taught by Korean English teachers and native speakers of English while the other group never had the opportunity to speak with a native speaker in class. A survey questionnaire based on FLCAS (Foreign Language Classroom Anxiety Scale) was newly developed to investigate how the two groups showed differences in English learning anxiety in class. The exploratory factor analysis was undertaken to suggest a three-factor solution. The two groups showed differences in English classroom anxiety and confidence in communication with native English speakers. On the other hand, fear of negative evaluation did not show any significant differences between the two groups. The students who experienced team-teaching showed more confidence in communication with native speakers only at a rudimentary level. Therefore, native English-speaking teachers should make their efforts to develop the skills to promote students’ confidence and higher level of communicative abilities.

I. 서론
II. 이론적 배경
    1. 영어 학습과 언어 불안
    2. 각 상황에 맞도록 수정된 FLCAS와 요인분석
III. 연구 방법
    1. 참여자
    2. 연구 도구
IV. 연구 결과
    1. 영어 협동 수업을 경험했던 학생들의 수업 유형 선호도와 스트레스 이유
    2. 요인추출 및 신뢰도
    3. 원어민 협동 수업 경험 유무에 따른 요인별 영어 학습 불안 차이
V. 결론 및 제언
참고문헌
부록

• 문인숙(인천상정초등학교)
• 고정민(성신여자대학교) Corresponding author