Ah hayır! Konuşmaya hazır değilim! Yabancı dil sınıf kaygısının başlıca etkenleri ve kaygının yaşla ilişkisi üzerine bir araştırma

Kaygının doğasını ve yabancı dil sınıf kaygısı bağlamında çeşitli yaş grupları ile ilişkisini araştıran sayısız çalışmaya rağmen bu iki konu hala ilave nicel araştırmaya ihtiyaç duymaktadır. Böylelikle, mevcut çalışma öğrencilerin yabancı dil sınıf kaygılarına neden olan başlıca etkenleri ve kaygı ile yaş arasındaki muhtemel ilişkiyi incelemiştir. Bunu gerçekleştirmek için Horwitz’e (1986) ait olan Yabancı Dil Sınıf İçi Kaygı Ölçeği bir devlet üniversitesinin İngiliz Dili ve Edebiyatı Bölümü’nün üçüncü sınıf öğrencilerine Sözlü İletişim II dersinde dağıtılmıştır. Elde edilen veriler yabancı dil sınıf kaygısının etkenlerini ve yaşla muhtemel ilişkisini ortaya çıkarmak için betimsel ve çıkarımsal istatistik yöntemleri ile incelenmiştir. Sonuçlar, yabancı dil öğretimi araştırmacılarının ilgisine faydalı olabileceği düşünülen, sıra dışı bulgular göstermiştir.

Oh no! Not ready to speak! An investigation on the major factors of foreign language classroom anxiety and the relationship between anxiety and age

Despite the numerous studies investigating the nature of anxiety and its relationship with several age groups inthe context of foreign language classroom anxiety, these two subjects are still in need of further quantitativeinvestigation. Accordingly, the current study investigated the major factors that lead to students’ foreignlanguage classroom anxiety levels, and the possible relationship between anxiety and age. To do this, Horwitz’s(1986) Foreign Language Classroom Anxiety Scale (FLCAS) was distributed to the third-year students of theEnglish Language and Literature Department of a state university in the Oral Communication II course. The dataobtained were investigated by both descriptive and inferential statistical procedures to reveal the major factors offoreign language classroom anxiety and its possible relationship with age. The results indicated unusual findingswhich are due to be beneficial for the interests of foreign language teaching researchers.

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