Yunus UĞUR, Burak CÖBEK, Gül Deniz BAŞTÜRK, İbrahim And UYANIK

THE LANGUAGE ANXIETY AND POSSIBLE WAYS OF REDUCTION IT IN EFL CLASSES

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.

DİL KAYGISI VE YABANCI DİL SINIFLARINDA AZALTILMASININ OLASI YOLLARI

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 a second language (MacIntyre, 1999). This study examined the anxieties of 90 students from the 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 the pupil's grades 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.

PDF

___

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 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. 206-220.
The Modern Language Journal, 89(2),
Gardner, R. C. & Macintyre, P. D. (1993). A student's contribution to Second Language Language Teaching, 26, 1-11.
Learning: Part II, Affective Factors.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. 70(2), 125-132.
The Modern Language Journal. Vol.
Horwitz, E.K. (1990). Attending to the affective domain in the foreign language classroom. instructional focus to the learner, Northeast Foreign Language Teachers, Middlebury, VT, 15-33. Conference of
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 Tokyo: Japan Foundation.
Nihongo Kyoiku (11th) (115-138).
MaCIntyre, P. D. (1999). Language Anxiety: A Review of Literature for Language Second Language Learning (24 - 43). Companies.
New York: Mc Graw Hill
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: + 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 International Journal of Academic Research, 3(3),
students' academic achievement. 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)