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Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları

Year 2018, Volume: 8 Issue: 2, 178 - 194, 26.01.2018
https://doi.org/10.24315/trkefd.303860

Abstract

Bu makale öğretmen adaylarının yabancı dil konuşma
kaygısı konusundaki algılarını araştırmayı amaçlamaktadır. Araştırmanın
katılımcıları Muğla Sıtkı Koçman Üniversitesi'nin İngilizce Dil Eğitimi
Bölümünün  (ELT) 72 öğrencisi ve 3
öğretmen eğitmeninden oluşmaktadır. Çalışmada karma (mixed) araştırma deseni
kullanılmıştır. Bu amaçla ilk olarak katılımcılara Yabancı Dil Sınıf Kaygısı
Ölçeği (FLCAS) uygulandı. Daha sonra nitel veriler, ölçeği tamamlayan altı
öğrenciden yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. En son olarak
da, nitel veri toplamak için bölümden 3 öğretim üyesi ile görüşülmüştür. Nicel
ve nitel verilerin analizleri, katılımcıların orta düzeyde yabancı dil kaygısı
yaşadıklarını ortaya koymuştur. Öğretmen adaylarının kaygılarını, hata yapma
korkusu, olumsuz değerlendirilme korkusu, hatalarını derhal düzeltme çabası,
rekabetçi sınıf ortamı, resmi olmayan dil kullanımı gibi durumların etkilemiş
olduğu belirlenmiştir.

References

  • Aida, Y. (1994). Examination of Horwitz, Horwitz, And Copes construct of foreign language anxiety: the case of students of Japanese. Modern Language Journal, 78 (2), 155 – 168.
  • Alshahrani, M. A., (2016). The level of anxiety on the achievement of the Saudi EFL learners. Arab World English Journal (AWEJ), 7 (3), 65 – 76
  • Amiri, M. and Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6, 4, 855-865.
  • Atas, M. (2015). The reduction of anxiety in EFL learners through drama techniques. Procedia- Social and Behavioral Sciences, 176, 961-969.
  • Aydın, S., Yavuz, F., and Yeşilyurt, S. (2006). Test anxiety in foreign language learning. Balıkesir University, Journal of Social Sciences Institute, 9 (16), 145 - 160.
  • Bahrami, F., and Yousefi, N. (2011). Females are more anxious than males: A metacognitive perspective. Iranian Journal of Psychiatry and Behavioral Sciences 5(2), 83.
  • Batumlu, D.Z., and Erden, M.(2007). The relationshıp between foreign language anxiety and English achievement of Yıldız Technical University School of Foreign Languages preparatory students. Journal of Theory and Practice in Education, 2007, 3 (1): 24-38.
  • Brown, D.H. (200). Teaching by principles: An interactive approach to language Pedagogy (2nd .Ed.). NY: Addison Wesley Longman Inc.
  • Büyükkarcı, K. (2016). Is it language learning anxiety and/or attitude of university students that determines their academic success? Turkish Online Journal of English Language Teaching (TOJET), 1, 2, 57-65.
  • Charmaz, K. (1983). The grounded theory method: An explication and interpretation. In R. M. Emerson (Ed. ), Contemporary field research (pp. 109-126). Boston Little, Brown.
  • Chastain, K. (1975). Affective and ability factors in second-language learning. Language Learning, 25:153-161.
  • Chastain, K. (1988). Developing second-language skills: Theory and practice (3rd ed.). U.S.A: Harcourt Brace Jovanovich, Inc.
  • Çelebi, S. (2009). Teachers and Students' views on anxiety in English classrooms and attitudes towards English. Unpublished MA Thesis, Adana: Çukurova University.
  • Çubukçu, F. (2007). Foreign Language Anxiety. Iranian Journal of Language Studies, 1(2), 133-142.
  • Ellis, Rod. 2008. The study of second language acquisition. New York: Cambridge University Press.
  • Er, S. (2015). Foreign language learning anxiety of Turkish children at different ages. International Online Journal of Education and Teaching (IOJET), 2(2). 68-78.
  • Ezzi, N. A. A. (2012). The impact of gender on the foreign language anxiety of the Yemeni university students. International Journal of Applied Linguistics & English Literature, 1(2), 65-75.
  • Gardner, R.C., and Macıntyre, P.D. (1991). An instrumental motivation in language study: Who says it isn't effective? : Studies in Second Language Acquisition, 13, 266-272.
  • Gass, S. M., and L. Selinker. (2008). Second language acquisition. USA: Routledge.
  • Glaser, B. G., and Strauss, A. L. (1983). The discovery of grounded theory: Strategies for qualitative research. Aldine Transcation.
  • Hismanoğlu, M. (2013). Foreign language anxiety of English language teacher candidates: A sample from Turkey. Procedia - Social and Behavioral Sciences, 93, 930- 937.
  • Horwitz, E. K. (1991). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. In E. Horwitz, & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 141-150). Englewood Cliffs, NJ: Prentice Hall.
  • Horwitz, E.K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 2, 125-132.
  • Hsu, S. C. (2009). Foreign language anxiety among technical college students in English class. National Formosa University J. 28(1), 113-126.
  • İpek, H. (2007). Foreign language teaching anxiety. Eskişehir: T.C. Anadolu Üniversitesi.
  • Kamarulzaman, M. H., Ibrahim, N., Yunus, M. M., & Ishak, N. M. (2013). Language anxiety among gifted learners in Malaysia. English Language Teaching, 6(3), 20.
  • Khairi, I. A., and Nurul Lina, A. R. (2010). A study on second language speaking anxiety among UTM students. Malaysia: University of Malaysia
  • Kim, Y. (1998). Communication and cross cultural adaptation. Clevedon: Multilingual Matters.
  • Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
  • Kunt, N. (2001). Do prospective teachers experience in foreign language anxiety?. In Osam U. V. and G. Celkan (Eds.), in searching for quality in ELT. 474-4879. Muenchen: Lincom, Europe.
  • Mesri, F. (2012). The Relationship between Gender and Iranian EFL Learners' Foreign LanguageClassroom Anxiety (FLCA). International Journal of Academic Research in Business and SocialSciences, 2(6), 147-156.
  • Miles, M. B., and Huberman (1994). Qualitative data analysis. (2nd ed.). Thousand Oaks, CA: Sage Publishings.
  • Nunan, D. (1999). Second language teaching and learning. USA: Heinle & Heinle Publisher.
  • Öztürk, G., and Gürbüz, N. (2014). Speaking anxiety among Turkish EFL Learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1) 1-17.
  • Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the main stream classroom. Research in the Teaching of English, 36(3), 327-256
  • Rastegar, M., and Karami, M. (2013). On the relationships among emotional intelligence, affective and social strategy use, and academic achievement of Iranian EFL learners. Theory and practice in language studies, 3, 2, 389-396.
  • Subaşı, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice? Turkish Online Journal of Qualitative Inquiry, 1(2), 29- 49.
  • Şener, S.(2010).“Measuring anxiety level of Turkish university students”. In D.Köksal; I. Erten; E. Z. Topkaya; A. Yavuz, (Eds.), Current trends in SLA research and language teaching. COMU Publications Number 99, 441-447.
  • Şener, S., (2015).Foreign language learning anxiety and achievement: a case study of the students studying at Çanakkale Onsekiz Mart University. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10 (3), 875-890.
  • Şener, S., and Çokçalışkan, A. (2016). The relationship between secondary school students’ foreign language anxiety and success. Proceedings of international contemporary educational research congress. Ankara: Pegem Yayıncılık.
  • Tunaboylu, O. (1993). “Speaking through Association”. Forum, 31(2), 47-48
  • Yılmaz, D., and Sakarya Maden, S. (2016). Dil öğrenim sürecinde Almanca öğretmen adaylarının kaygı tutumlarına ilişkin bir araştırma. Trakya Üniversitesi Eğitim Fakültesi Dergisi 6(2), 201-211.
  • Yükseltürk, E., and Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12 (3), 12–22
  • Young, D., J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annuals, 23,6,539-565.

Teacher Trainees’ Perceptions on English Language Speaking Anxiety in Foreign Language Classes

Year 2018, Volume: 8 Issue: 2, 178 - 194, 26.01.2018
https://doi.org/10.24315/trkefd.303860

Abstract

This
paper aims at exploring the perceptions of teacher trainees’ foreign language
speaking anxiety. The participants of the study include 72 English Language
Teaching Department (ELT) trainees, and 3 instructors of Muğla Sıtkı Koçman
University. In the study a hybrid design research methodology was employed. To
this end, firstly the participants were administered the Foreign Language Classroom
Anxiety Scale (FLCAS).Then the qualitative data were collected by means of
semi-structured interviews from six students who completed the scale. Finally,
three ELT department instructors were interviewed to gather qualitative data.
The analyses of the data showed that participants had a moderate level of foreign
language anxiety and anxiety provoking situations were found to be making
mistakes, fear of negative evolution, immediate error correction, competitive
classroom environment, formal language use, peer pressure that affects
students' English language learning anxiety.

References

  • Aida, Y. (1994). Examination of Horwitz, Horwitz, And Copes construct of foreign language anxiety: the case of students of Japanese. Modern Language Journal, 78 (2), 155 – 168.
  • Alshahrani, M. A., (2016). The level of anxiety on the achievement of the Saudi EFL learners. Arab World English Journal (AWEJ), 7 (3), 65 – 76
  • Amiri, M. and Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6, 4, 855-865.
  • Atas, M. (2015). The reduction of anxiety in EFL learners through drama techniques. Procedia- Social and Behavioral Sciences, 176, 961-969.
  • Aydın, S., Yavuz, F., and Yeşilyurt, S. (2006). Test anxiety in foreign language learning. Balıkesir University, Journal of Social Sciences Institute, 9 (16), 145 - 160.
  • Bahrami, F., and Yousefi, N. (2011). Females are more anxious than males: A metacognitive perspective. Iranian Journal of Psychiatry and Behavioral Sciences 5(2), 83.
  • Batumlu, D.Z., and Erden, M.(2007). The relationshıp between foreign language anxiety and English achievement of Yıldız Technical University School of Foreign Languages preparatory students. Journal of Theory and Practice in Education, 2007, 3 (1): 24-38.
  • Brown, D.H. (200). Teaching by principles: An interactive approach to language Pedagogy (2nd .Ed.). NY: Addison Wesley Longman Inc.
  • Büyükkarcı, K. (2016). Is it language learning anxiety and/or attitude of university students that determines their academic success? Turkish Online Journal of English Language Teaching (TOJET), 1, 2, 57-65.
  • Charmaz, K. (1983). The grounded theory method: An explication and interpretation. In R. M. Emerson (Ed. ), Contemporary field research (pp. 109-126). Boston Little, Brown.
  • Chastain, K. (1975). Affective and ability factors in second-language learning. Language Learning, 25:153-161.
  • Chastain, K. (1988). Developing second-language skills: Theory and practice (3rd ed.). U.S.A: Harcourt Brace Jovanovich, Inc.
  • Çelebi, S. (2009). Teachers and Students' views on anxiety in English classrooms and attitudes towards English. Unpublished MA Thesis, Adana: Çukurova University.
  • Çubukçu, F. (2007). Foreign Language Anxiety. Iranian Journal of Language Studies, 1(2), 133-142.
  • Ellis, Rod. 2008. The study of second language acquisition. New York: Cambridge University Press.
  • Er, S. (2015). Foreign language learning anxiety of Turkish children at different ages. International Online Journal of Education and Teaching (IOJET), 2(2). 68-78.
  • Ezzi, N. A. A. (2012). The impact of gender on the foreign language anxiety of the Yemeni university students. International Journal of Applied Linguistics & English Literature, 1(2), 65-75.
  • Gardner, R.C., and Macıntyre, P.D. (1991). An instrumental motivation in language study: Who says it isn't effective? : Studies in Second Language Acquisition, 13, 266-272.
  • Gass, S. M., and L. Selinker. (2008). Second language acquisition. USA: Routledge.
  • Glaser, B. G., and Strauss, A. L. (1983). The discovery of grounded theory: Strategies for qualitative research. Aldine Transcation.
  • Hismanoğlu, M. (2013). Foreign language anxiety of English language teacher candidates: A sample from Turkey. Procedia - Social and Behavioral Sciences, 93, 930- 937.
  • Horwitz, E. K. (1991). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. In E. Horwitz, & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 141-150). Englewood Cliffs, NJ: Prentice Hall.
  • Horwitz, E.K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 2, 125-132.
  • Hsu, S. C. (2009). Foreign language anxiety among technical college students in English class. National Formosa University J. 28(1), 113-126.
  • İpek, H. (2007). Foreign language teaching anxiety. Eskişehir: T.C. Anadolu Üniversitesi.
  • Kamarulzaman, M. H., Ibrahim, N., Yunus, M. M., & Ishak, N. M. (2013). Language anxiety among gifted learners in Malaysia. English Language Teaching, 6(3), 20.
  • Khairi, I. A., and Nurul Lina, A. R. (2010). A study on second language speaking anxiety among UTM students. Malaysia: University of Malaysia
  • Kim, Y. (1998). Communication and cross cultural adaptation. Clevedon: Multilingual Matters.
  • Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
  • Kunt, N. (2001). Do prospective teachers experience in foreign language anxiety?. In Osam U. V. and G. Celkan (Eds.), in searching for quality in ELT. 474-4879. Muenchen: Lincom, Europe.
  • Mesri, F. (2012). The Relationship between Gender and Iranian EFL Learners' Foreign LanguageClassroom Anxiety (FLCA). International Journal of Academic Research in Business and SocialSciences, 2(6), 147-156.
  • Miles, M. B., and Huberman (1994). Qualitative data analysis. (2nd ed.). Thousand Oaks, CA: Sage Publishings.
  • Nunan, D. (1999). Second language teaching and learning. USA: Heinle & Heinle Publisher.
  • Öztürk, G., and Gürbüz, N. (2014). Speaking anxiety among Turkish EFL Learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1) 1-17.
  • Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the main stream classroom. Research in the Teaching of English, 36(3), 327-256
  • Rastegar, M., and Karami, M. (2013). On the relationships among emotional intelligence, affective and social strategy use, and academic achievement of Iranian EFL learners. Theory and practice in language studies, 3, 2, 389-396.
  • Subaşı, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice? Turkish Online Journal of Qualitative Inquiry, 1(2), 29- 49.
  • Şener, S.(2010).“Measuring anxiety level of Turkish university students”. In D.Köksal; I. Erten; E. Z. Topkaya; A. Yavuz, (Eds.), Current trends in SLA research and language teaching. COMU Publications Number 99, 441-447.
  • Şener, S., (2015).Foreign language learning anxiety and achievement: a case study of the students studying at Çanakkale Onsekiz Mart University. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10 (3), 875-890.
  • Şener, S., and Çokçalışkan, A. (2016). The relationship between secondary school students’ foreign language anxiety and success. Proceedings of international contemporary educational research congress. Ankara: Pegem Yayıncılık.
  • Tunaboylu, O. (1993). “Speaking through Association”. Forum, 31(2), 47-48
  • Yılmaz, D., and Sakarya Maden, S. (2016). Dil öğrenim sürecinde Almanca öğretmen adaylarının kaygı tutumlarına ilişkin bir araştırma. Trakya Üniversitesi Eğitim Fakültesi Dergisi 6(2), 201-211.
  • Yükseltürk, E., and Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12 (3), 12–22
  • Young, D., J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annuals, 23,6,539-565.
There are 44 citations in total.

Details

Journal Section Makaleler
Authors

Sabriye Şener

Publication Date January 26, 2018
Published in Issue Year 2018 Volume: 8 Issue: 2

Cite

APA Şener, S. (2018). Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 178-194. https://doi.org/10.24315/trkefd.303860
AMA Şener S. Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları. Trakya Üniversitesi Eğitim Fakültesi Dergisi. January 2018;8(2):178-194. doi:10.24315/trkefd.303860
Chicago Şener, Sabriye. “Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları Ile İlgili Algıları”. Trakya Üniversitesi Eğitim Fakültesi Dergisi 8, no. 2 (January 2018): 178-94. https://doi.org/10.24315/trkefd.303860.
EndNote Şener S (January 1, 2018) Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları. Trakya Üniversitesi Eğitim Fakültesi Dergisi 8 2 178–194.
IEEE S. Şener, “Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları”, Trakya Üniversitesi Eğitim Fakültesi Dergisi, vol. 8, no. 2, pp. 178–194, 2018, doi: 10.24315/trkefd.303860.
ISNAD Şener, Sabriye. “Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları Ile İlgili Algıları”. Trakya Üniversitesi Eğitim Fakültesi Dergisi 8/2 (January 2018), 178-194. https://doi.org/10.24315/trkefd.303860.
JAMA Şener S. Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2018;8:178–194.
MLA Şener, Sabriye. “Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları Ile İlgili Algıları”. Trakya Üniversitesi Eğitim Fakültesi Dergisi, vol. 8, no. 2, 2018, pp. 178-94, doi:10.24315/trkefd.303860.
Vancouver Şener S. Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2018;8(2):178-94.


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