Almanca öğreniminde konuşma kaygısı ve tüm fiziksel tepki yönteminin öğrencilerin konuşma becerisine etkileri

Yabancı dil öğrenimi sürecinde konuşma becerisi gelişimini etkileyen bazı faktörler bulunmaktadır. Bu faktörlerden biri öğrencilerin kaygı durumudur. Sınıf içindeki aktivitelerde veya hedef dilde konuşan kişilerle konuşurken hata yapacağını düşünen bir öğrenci belirli düzeyde kaygı yaşamaktadır. Konuşma aktivitelerinden endişelenmekte, hatta korkmaktadır. Bu sorun, zamanla yabancı dil öğreniminin bütününü kapsamakta ve olumsuz etkide bulunmaktadır. Bu çalışmada öğrencilerin dil öğrenme kaygı düzeyleri tespit edildikten sonra konuşma kaygısını azaltacak, dil öğrenimini hareketlerle destekleyecek ve yaparak yaşayarak öğrenmeyi sağlayacak “Tüm Fiziksel Tepki Yöntemi” uygulanmıştır. Uygulamalar öncesi konuşma kaygısı öntesti ve sözlü iletişim seviye belirleme sınavı uygulanmıştır. Deney grubu öğrencilerinin konuşma becerisi öntesti puanları Goethe enstitüsünün A2 seviyesindeki 3 aşamalı sözlü sınavı uygulanarak elde edilmiştir. Tüm Fiziksel Tepki Yöntemi uygulamaları sonrası konuşma becerisi sınavı son test puanlarına bakıldığında öğrencilerin en düşük 64 en yüksek 86 puan aldığı görülmektedir. Konuşma kaygısı son testi ve kaygı düzeyleri sonuçlarından yüksek seviyede (112+) kaygı sahibi 3 öğrencinin (d4:82, d6:75,d7:84) kaygı düzeyinin orta seviyeye (61-111) düştüğü görülmektedir. Deney grubundaki diğer yedi öğrencinin kaygı puanları düşmüş, ama kaygı düzeyleri aynı düzeyde (orta düzeyde) kalmıştır. Deney grubu öğrencilerinin sözlü sınavda aldığı puan artmış, yapılan konuşma kaygısı anketi ile kaygı düzeyleri yüksek olan öğrencilerin uygulama sonrasında kaygı düzeylerinin orta seviyeye düştüğü belirlenmiştir. Uygulamalar sonrası öğrencilerin Almanca konuşmaya daha da istekli oldukları, konuşmak için daha fazla söz aldıkları da gözlemlenmiştir.

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 willmake mistakes in classroom activities or while talking to a person speaking that language experiences anxiety at acertain degree. They get anxious, even become afraid prior to speaking activities. This problem covers the wholelanguage learning process in time and affects it adversely. In this study, after the anxiety levels of the students inlanguage 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 theapplications, the speaking anxiety pretest and oral communication placement test were applied. The pre-test pointsfor speaking skills of students in the experimental group were obtained with the application of an A2 level 3-steporal examination from Goethe Institute. Considering the speaking skill exam post-test points the students got afterthe application of the Total Physical Response Method, it can be seen that the lowest point was 64 and the highestwas 86. It can be seen in the results of the speaking anxiety posttest and the anxiety levels that the anxiety levelsof three students with a high level (112+) decreased to medium (61-111). The anxiety points of the other sevenstudents in the experimental group decreased but their anxiety level remained the same (medium). After theapplications, students were also observed to be more willing to speak German and eager to take turns to speak.

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