Abstract
One
of the biggest problems for university students in Turkey complaining about
English language is that they can’t speak it in a desired way. There are many reasons behind it. The most
vital one is language anxiety that students often experience. Language anxiety
is defined as the worry and negative emotional reaction when learning and using
second language (MacIntyre, 1999). This study examined the anxieties of 90
students from English language teaching (ELT) department at Abant Izzet Baysal
University by using the Horwitz’s Foreign Language Classroom Anxiety Scale.
Whether or not gender, overall grade point average(GPA) and pupil’s grade
affect anxiety was investigated in this study. Findings showed that females had
higher anxiety than males, that freshmen students had higher anxiety than other
class levels and anxiety was negatively correlated with GPA. Findings were
discussed in lights of the relevant literature.
References
- Abu-Rabia, S. (2004). Teachers' Role, Learners' Gender Differences, and FL Anxiety Among Seventh-Grade Students Studying English as a FL. Educational Psychology, Vol. 24(5), 711-721 Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. Akalin, S. (2015). The discourse in Mrs. Dalloway by Virginia Woolf and foreign language teaching: the decline of language learner anxiety by the usage of hedges, particular modals and adverbs as in the usage of these structures in Mrs. Dalloway for a specific purpose. Procedia - Social and Behavioral Sciences, 174, 3049 – 3054. Atas, M. (2015). The reduction of speaking anxiety in EFL learners through drama techniques Procedia - Social and Behavioral Sciences, 176, 961-969. Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206-220. Gardner, R. C. & Macintyre, P. D. (1993). A student's contribution to Second Language Learning: Part II, Affective Factors. Language Teaching, 26, 1-11. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal. Vol. 70(2), 125–132. Horwitz, E.K. (1990). Attending to the affective domain in the foreign language classroom. S.S. Magnan (Ed.), Shifting the instructional focus to the learner, Northeast Conference of Foreign Language Teachers, Middlebury, VT, 15–33. Horwitz, E.K. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics. Vol. 21, 112-126. Karabıyık, C. (2012). Foreign Language Anxiety: A study at Ufuk University Preparatory School. (Master of Arts), Gazi University, Ankara. (311023) Karaca, M. (2012). Foreign language anxiety in receptive language skills in ELT classroom at Necmettin Erbakan University. (Master of Arts), Necmettin Erbakan University, Konya. (311813) Machida, S. (2001). Anxiety in Japanese-language class oral examinations. In Sekai no Nihongo Kyoiku (11th) (115–138). Tokyo: Japan Foundation. MaCIntyre, P. D. (1999). Language Anxiety: A Review of Literature for Language Teachers. In Affect In Foreign Language and Second Language Learning (24 – 43). New York: Mc Graw Hill Companies. Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-214. Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom System, 32, 21-36. Mercer, S. (2011). Towards an Understanding of Language Learner Self- concept. In: Educational Linguistics, vol. 12. Springer Science + Business Media B. V. Özütürk, G., & Hürsen, Ç. (2013). Determination of English Language Learning Anxiety in EFL Classrooms. Procedia - Social and Behavioral Sciences, 84, 1899 – 1907. Saeidi, M. & Jabbarpour, N., (2011). EFL teachers’ socio-affective strategy use in relation to students’ academic achievement. International Journal of Academic Research, 3(3), 746-750 Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia - Social and Behavioral Sciences, 116 (2620 – 2624). Yim, S. Y. (2014). An anxiety model for EFL young learners: A path analysis. System, 42, 344-354. Zerey, Ö. G. (2008). Impact of theater production on elt students' foreign language speaking anxiety. (Master of Arts), Mustafa Kemal University, Hatay. (215626)
Abstract
Türkiye’de İngilizce
öğrenenlerin şikayet ettikleri en önemli sorunların başında istendik bir
şekilde konuşulamamasıdır. Bunun arkasında birçok neden olduğu düşünülmektedir.
Ama en önemli olanı ise kaygı olarak düşünülmektedir. Bu noktada kaygı ikinci
dil öğrenilirken ya da kullanılırken ortaya çıkan endişe verici ve negatif bir
duygudur (MacIntyre, 1999). Bu araştırmaya Abant İzzet Baysal Üniversitesi
İngilizce öğretmenliği bölümünden 90 öğrenci katılmıştır. Bu araştırmada
Horwitz’s Foreign Language Classroom Anxiety Scale kullanılmıştır. Kaygının
cinsiyete, genel not ortalamasına ve öğrencinin bulunduğu sınıf düzeyine göre
etkilenip etkilenmediği incelenmiştir. Araştırmanın bulguları kız öğrencilerin
kaygısının erkeklere göre daha yüksek, birinci sınıfta kaygının diğer sınıflara
göre daha yüksek olduğunu ve bu kaygının akademik başarıyla negatif olarak
ilişkili olduğunu göstermektedir. Bu bulgular ilgili literatür ışığı altında
tartışılmaktadır.
Keywords
Dil Kaygısı Yabancı Dil Öğrenimi İngilizce Öğretimi Konuşma kaygısı dil konuşma kaygısının azaltılması
References
- Abu-Rabia, S. (2004). Teachers' Role, Learners' Gender Differences, and FL Anxiety Among Seventh-Grade Students Studying English as a FL. Educational Psychology, Vol. 24(5), 711-721 Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. Akalin, S. (2015). The discourse in Mrs. Dalloway by Virginia Woolf and foreign language teaching: the decline of language learner anxiety by the usage of hedges, particular modals and adverbs as in the usage of these structures in Mrs. Dalloway for a specific purpose. Procedia - Social and Behavioral Sciences, 174, 3049 – 3054. Atas, M. (2015). The reduction of speaking anxiety in EFL learners through drama techniques Procedia - Social and Behavioral Sciences, 176, 961-969. Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206-220. Gardner, R. C. & Macintyre, P. D. (1993). A student's contribution to Second Language Learning: Part II, Affective Factors. Language Teaching, 26, 1-11. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal. Vol. 70(2), 125–132. Horwitz, E.K. (1990). Attending to the affective domain in the foreign language classroom. S.S. Magnan (Ed.), Shifting the instructional focus to the learner, Northeast Conference of Foreign Language Teachers, Middlebury, VT, 15–33. Horwitz, E.K. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics. Vol. 21, 112-126. Karabıyık, C. (2012). Foreign Language Anxiety: A study at Ufuk University Preparatory School. (Master of Arts), Gazi University, Ankara. (311023) Karaca, M. (2012). Foreign language anxiety in receptive language skills in ELT classroom at Necmettin Erbakan University. (Master of Arts), Necmettin Erbakan University, Konya. (311813) Machida, S. (2001). Anxiety in Japanese-language class oral examinations. In Sekai no Nihongo Kyoiku (11th) (115–138). Tokyo: Japan Foundation. MaCIntyre, P. D. (1999). Language Anxiety: A Review of Literature for Language Teachers. In Affect In Foreign Language and Second Language Learning (24 – 43). New York: Mc Graw Hill Companies. Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-214. Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom System, 32, 21-36. Mercer, S. (2011). Towards an Understanding of Language Learner Self- concept. In: Educational Linguistics, vol. 12. Springer Science + Business Media B. V. Özütürk, G., & Hürsen, Ç. (2013). Determination of English Language Learning Anxiety in EFL Classrooms. Procedia - Social and Behavioral Sciences, 84, 1899 – 1907. Saeidi, M. & Jabbarpour, N., (2011). EFL teachers’ socio-affective strategy use in relation to students’ academic achievement. International Journal of Academic Research, 3(3), 746-750 Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia - Social and Behavioral Sciences, 116 (2620 – 2624). Yim, S. Y. (2014). An anxiety model for EFL young learners: A path analysis. System, 42, 344-354. Zerey, Ö. G. (2008). Impact of theater production on elt students' foreign language speaking anxiety. (Master of Arts), Mustafa Kemal University, Hatay. (215626)
Details
| Primary Language | English |
|---|---|
| Journal Section | Reasearch Articles |
| Authors | |
| Publication Date | April 3, 2016 |
| Submission Date | December 3, 2015 |
| Published in Issue | Year 2016 Volume: 16 Issue: 1 |
Cite
E-posta: sbedergi@ibu.edu.tr