The foreign language anxiety in learning German and the effects of total physical response method on students’ speaking skill

Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt. The foreign language anxiety in learning German and the effects of total physical response method on students’ speaking skill There are some factors affecting the development of the speaking skill in the process of learning a foreign language. One of the factors hampering the speaking process is the anxiety state of students. A student who thinks they will make mistakes in classroom activities or while talking to a person speaking that language experiences anxiety at a certain degree. They get anxious, even become afraid prior to speaking activities. This problem covers the whole language learning process in time and affects it adversely. In this study, after the anxiety levels of the students in language learning were detected, the Total Physical Response Method was employed to reduce speaking anxiety, to support language learning with actions, and to ensure learning through practice and experience. Before the applications, the speaking anxiety pretest and oral communication placement test were applied. The pre-test points for speaking skills of students in the experimental group were obtained with the application of an A2 level 3-step oral examination from Goethe Institute. Considering the speaking skill exam post-test points the students got after the application of the Total Physical Response Method, it can be seen that the lowest point was 64 and the highest was 86. It can be seen in the results of the speaking anxiety posttest and the anxiety levels that the anxiety levels of three students with a high level (112+) decreased to medium (61-111). The anxiety points of the other seven students in the experimental group decreased but their anxiety level remained the same (medium). After the applications, students were also observed to be more willing to speak German and eager to take turns to speak Information about Author(s)* Author 1 Author (Last name, First name)  Oflaz, Adnan Affiliated institution (University)  Ondokuz Mayıs University Country  Turkey Email address  aoflaz@omu.edu.tr Department & Rank   Corresponding author (Yes/No) Write only one corresponding author.   Author 2 Author (Last name, First name)   Affiliated institution (University)   Country   Email address   Department & Rank   Corresponding author (Yes/No)   Author 3 Author (Last name, First name)   Affiliated institution (University)   Country   Email address   Department & Rank   Corresponding author (Yes/No)   Author 4 Author (Last name, First name)   Affiliated institution (University)   Country   Email address   Department & Rank   Corresponding author (Yes/No)    

Kaynakça

Ağar, A.N. (2014). Emotion-centric psycho-linguistic barrierrs that affect the ability of speaking ingerman learning as a second language ( master’s thesis).Selçuk University.

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety:The case of students of japanese. Modern Language Journal, 78, 155-168. DOI:10.2307/329005.

Aksoy, M. (2012). The relationship between anxiety, shyness, strategy and academic achievement inforeign language learning (Doctoral dissertation). Ankara University.

Asher, J. J. (1969). The total physical response approach to second language learning. The ModernLanguage Journal,53(1), 3–17.

Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writtingclasses (Doctoral dissertation). Anadolu University.

Batumlu, D. Z., & Erden, M. (2007). The relationship between foreign language anxiety and englishachievement of yıldız technical unıversity school of foreign languages preparatory students.Journal of Theory and Practice in Education, 3 (1), 24-38.

Demircan, Ö. (2002). Yabancı dil öğretim yöntemleri. İstanbul: Der Yayınevi.

Demirel, Ö. (2011). Yabancı dil öğretimi; dil pasaportu, dil biyografisi, dil dosyası. Ankara: PegemYayınları.

Ekmekçi, E. (2018). Exploring turkish efl students’ writing anxiety. The Reading Matrix: AnInternational Online Journal, 18 (1), 158-175. ERIC Number: EJ1177762.

Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. Modern Language Journal 89(2), pp. 206-220.

Gür, Ö. (2010). The impact of learning trough laughing on student success in the teaching of germanas a foreign language for adults (Doctoral dissertation). İstanbul University.

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21,112-126.

Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. ModernLanguage Journal, 70, 125-132.

Jones, C; Lees, M; , Donohue, N., & Smith, K. (2015). Teaching spoken english at junior high school:a comparison of tpr and ppp. The Language Teacher, 39.1 January/February.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching, Oxford University PressNew York.

Le, J. (2004). Affective characteristics of american students studying chinese in china: a study ofheritage and non-heritage learners' beliefs and foreign language anxiety (Ph.D. dissertation). TheUniversity of Texas at Austin.

Luo, H. (2014). A measure of chinese language learning anxiety: scale development and preliminaryvalidation. CASLAR, 3(2): 147 – 174, DOI 10.1515/caslar-2014-0009.

Marım, E. (2013). The applicability of foreign language teaching theories in german teaching assecond foreign language (Ph.D. dissertation). Ankara University.

Na, Z. (2007). A study of high school students‟ English learning anxiety. Asian EFL J. 9(3):22-34.

Neuner, G. (1995). Methodik und methoden, überblick , in: Bausch Christ / Krumm (Hrsg.) Handbuchfremdsprachenunterricht. Tübingen: Franke Verlag.

Oxford, R. (1999). Anxiety and the language learner: new insights. Jane, A.(Ed.), Affect in languagelearning. Cambridge University Press.

Price, M. L. (1991). The subjective experience of fl anxiety: interviews with highly anxious students.

Horwitz, E.K. &Young D.J. Language anxiety. London: Prentice-Hall International (UK), 87-97.

Richards, J. C., & Rodgers, T.S. (2001). Approaches and methods in language teaching. USA:Cambridge University Press.

Salehi M., Marefat F. (2014). The effects of foreign language anxiety and test anxiety on foreignlanguage test performance. Theory and Practice in Language Studies, 4(5), 931-940.DOI:10.4304/tpls.4.5.931-940

Sarıgül, H. (2000). Trait anxiety and foreign language anxiety and thei reffects on learners’ foreignlanguage proficiency and achievment (master’s thesis). Boğaziçi University.

Scovel, T. (1991). The effect of affect on foreign language learning: a review of the anxiety research.In Horwitz, E.K., & Young, D. J.(eds.) Language anxiety: From theory and research to classroomimplications. Englewood Cliffs, NJ: Prentice Hall, pp. 15-24.

Steinig, W., & Huneke, H.W. (2002). Deutsch als fremdsprache: eine einführung. 3.überarbeitete underweiterte auflage. Berlin: Erich Schmidts. Pp 109-135.

Tang Meiling. (2005).Survey and study of non-English major undergraduates’ English learninganxiety in class. Taituan Normal University Journal (social science edition) 4, 145-146.

Widdowson, H.G. (1978). Teaching language as communication. Oxford University Press.pp.57-109

Yan, X. & Horwitz, E.K. (2008). Learners’ perceptions of how anxiety interacts with personal andinstructional factors to influence their achievement in English: A qualitative analysis of EFLlearners in China. Language Learning. 58(1), 151-183.

Yılmaz, D., & Maden, S. S. (2016). A research on anxiety attitudes of german language teachingdepartment teacher candidates during the language learning process. Trakya Üniversity Journal OfEducation, (6) 2, 201-211. Retrieved from http://dergipark.gov.tr/trkefd/issue/24152/256291.