Yang, Myung-hee & Kim, Bo-hyeon. 2017. “A Study on Korean Language Anxiety in the Classrooms of Advanced-level Korean Language Learners for Academic purposes: With Chinese Students in Graduate School in Korea”. The Sociolinguistic Journal of Korea 25(1). 119~141. The aim of this study is to examine the level of and the factors for Korean language anxiety in the classrooms of advanced-level Korean language learners for academic purposes. To this end, 60 Chinese students attending graduate school participated in the survey with the questionnaires: i.e., PRCA and FLCAS. The results suggest as follows. First, the Korean language anxiety level in the classrooms of the Chinese students is likely to be high. Also, it is not because of the participants’ traits, but because of the classroom environment. Second, there are 5 factors for Korean language anxiety in the classrooms; communication anxiety with native speakers, communication anxiety, fears of negative evaluation and failing in class, Korean proficiency anxiety, and negative attitudes toward class. Especially, the forth factor suggests that Korean learners needs an educational intervention of Korean, even after they enter undergraduate or graduate institutions. Third, there is a negative correlation between Korean language anxiety in the classroom and a residence period in Korea. That is, it is necessary to give them as many opportunities as possible for being exposed to Korean by a Korean educational intervention.

본 연구는 한국어 읽기 교육 중 최근 관심을 받고 있는 ‘Extensive Reading’(이하, 열린 읽기)을 한국어 수업과정으로 도입하기 위한 여러 가지 방향을 제시하고 있다. 이를 위해, 한국어 교육 현장의 설문 조사를 실시하였다. 그리고 구체적인 방안의 제시를 위해 일본 내 대학 중 일본어 교육(JSL)을 실시하고 있는 早稲田大学(이하, 와세다 대학)의 열린 읽기 수업을 모델로 삼아 열린 읽기 수업의 한국어 수업 도입 방안을 모색했다. 그 결과, 열린 읽기 수업의 도입을 위해서는 첫째, ‘수업의 다양화’, 둘째, 교사들이 많이 지적한 부분으로 ‘학교의 제도개선 및 지원’, 마지막으로는 ‘교사와 학습자들의 적극적인 참여’가 필요함을 제시했다.