抄録
The purpose of this study is to reveal the effects of affective variables on elementary school students' perceptions of their own English competence, and to examine the relationships among affective variables with respect to ages. Participants were 185 fourth graders (89 boys and 96 girls) and 143 fifth graders (60 boys and 83 girls). According to the results of path analysis, it was found that positive effects on perceived competence in English indicated willingness to communicate in English and enjoyment spending time with English, but a negative effect was anxiety in English for both fourth and fifth graders. Also, it was indicated that the path model of fifth graders was more expansive and complicated than that of fourth graders.
