本研究旨在探討韓籍學習者性格與口語表達能力相關性。葉德明 (2013) 提出語言表達與每個人生長環境、文化、性格等有關。因此本研究側重學習者性格對華語口說的影響和關聯性，並據此提出教學建議。本研究首先收集14位韓籍華語學習者語料，並藉由心理測驗初步分類不同韓籍學習者性格，再以問卷調查方式收集資料探討韓籍內向型華語學習者在口語表達課堂練習時所傾向的學習法、焦慮點、焦慮原因與對應方法。最後根據調查結果提出針對內向型韓籍華語學習者提高華語口語表達能力教學建議。
研究結果顯示以下三點：一、內向型韓籍華語學習者無論流利度、停頓長度、語速、句子字數等都較外向型學習者差。二、內向型韓籍華語學習者較傾向根據老師提供的關鍵詞和句型或回答老師的問題練習口語。而最排斥參加演講比賽、角色扮演。三、根據調查結果發現，內向型韓籍華語學習者口語表達時容易感到高度焦慮，因內向型韓籍華語學習者在練習華語口語時沒有自信、擔心自己說錯。故若在沒有準備的情況下進行口語表達容易緊張，也容易對學習華語缺乏信心、常常不知道自己表達是否正確。但內向型學習者並不會逃避問題，大部分都會積極、主動解決問題，比較少人逃避問題。
依據上述研究結果，因課堂上內向型韓籍華語學習者容易感到焦慮，故建議先理解內向型學習者的焦慮感來源，再針對來源提出不同教學策略。如此便可提高其華語口語表達能力和學習動機及興趣。

This study aims to find the correlation between leaner’s personality and the expression of speaking Chinese. Yeh (2013) proclaims that language expression is related to each person's culture, education, age, personality. To be narrowed down, this study focuses on the students’personality. If students’ personality is related to the Chinese oral expression, the main purpose of this study was to study how it operates in Chinese language education. First, in order to build the correlation between personality and speaking ability, the Koren learner’s language data were collected and analyzed. Second, based on the questionnaire,the research investigated the the preference of learning methods and learning anxiety of introverted Korean students in addition to the causes and way of coping with Chinese speaking anxieties.
The results show that firstly according fluency measure-number of pauses, length of pauses, speech rate, the mean length of utterance, introverted learners were less fluency than extroverted learners. Secondly, the preferred methods of practicing spoken Chinese of intoverted learners were 1. Associated word and sentences say passage. 2 Teacher provided topic talk about stories, situations, and phenomena 3.Answer teacher’s question. In contrast, the learning methods students dislike were participate in speech contests and role-playing. Finally, research finding of introverted students’ Chinese learning anxiety, the causes and the coping ways of Chinese learning anxieties were 1.panicking without preparation before speaking in the Chinese class; 2.worrying about making mistakes in Chinese language classes. Major Causes of anxiety were not having enough opportunities to express oneself in class;, not having enough confidence in learning Chinese and not knowing whether one is speaking correctly or not. However, introverted students coped with these anxieties speaking Chinese in a positive way by helping themselves with dictionaries, chatting with classmates and seeking exchange opportunities.
This research finds the introverted students are more interfered with Chinese learning anxiety. Anxiety has a negative impact on speaking fluency. The researcher tried to find a way to relieve learners’ anxietyanxiety.

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