The negative effects of anxiety on teachers' lives, classroom practice, and student learning have highlighted the importance of this emotion for the language teaching field. An understanding of anxiety in language teaching offers a means to explore how language teachers interact with their professional environment, also yielding important implications for teacher well-being. This paper uses Q methodology to investigate Korean as a second language teachers' shared experiences related to anxiety in the language teaching profession, foregrounding different ways that language teachers interact with their professional environment, and exploring holistically participants' subjectivities. Results identified the presence of three major perspectives, representing types of teachers' individual responses to the interaction between their personal and professional goals and their working context—(1) work/life balance, (2) job performance and evaluation, (3) job security. Implications of the results are discussed in relation to research on classroom emotions and language institution practices.

中文翻译：

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语言教师的焦虑：用 Q 方法探索认知的多样性

焦虑对教师生活、课堂实践和学生学习的负面影响凸显了这种情绪对语言教学领域的重要性。理解语言教学中的焦虑提供了一种探索语言教师如何与他们的专业环境互动的方法，也对教师的幸福感产生重要影响。本文使用 Q 方法来调查作为第二语言的韩语教师在语言教学职业中与焦虑相关的共同经历，突出语言教师与其专业环境互动的不同方式，并全面探索参与者的主体性。结果确定了三个主要观点的存在，代表了教师的类型 个人对其个人和职业目标与工作环境之间相互作用的反应——(1) 工作/生活平衡，(2) 工作绩效和评估，(3) 工作保障。讨论结果的影响与课堂情绪和语言机构实践的研究有关。