İlköğretim sekizinci sınıf öğrencilerinin TEOG İngilizce başarısını yordayan faktörlerin araştırıldığı bu çalışmada, İngilizce'ye yönelik tutum, yabancı dil kaygısı, İngilizce'ye maruz kalma, öğrenim görülen okul türü, ebeveyn eğitim düzeyi ve İngilizce bilgisi ile TEOG İngilizce başarısı arasındaki ilişkilere bakılmıştır. Stephen Krashen'in "İkinci Dil Edinimi Kuramı" ve alan yazındaki bulgular doğrultusunda oluşturulan bir model yapısal eşitlik çatısı altındaki modelleme türlerinden biri olan Çoklu Göstergeler Çoklu Nedenler (ÇGÇN) modeli ile test edilmiştir. Elde edilen sonuçlara göre İngilizce'ye yönelik tutum, öğrenim görülen okul türü, ebeveyn eğitim ve İngilizce seviyesi ve İngilizce'ye maruz kalma sıklığı İngilizce başarısını anlamlı ve pozitif olarak etkilerken, yabancı dil kaygısının İngilizce başarısı üzerinde anlamlı ve negatif bir etkisi vardır. Ayrıca ebeveyn eğitiminin, İngilizce seviyesi ve İngilizceye yönelik tutumun İngilizce başarısı üzerindeki etkilerinin önemli bir kısmının İngilizceye maruz kalma tarafından aracılık edindiği bulunmuştur. Buna göre, İngilizce'ye yönelik olumlu tutum sahibi bireylerin daha çok anlaşılır girdi peşinde olacağı ve dolayısıyla daha sık İngilizce'ye maruz kalacağı, neticede de İngilizce ediniminin daha çok olacağı Krashen'in İkinci Dil Edinim Kuramı ile doğrulanmıştır
In this study, the effects of students’ attitude towards English, foreign language anxiety, exposure to English, school type (i.e. state or private), parents’ English proficiency and education level on the students’ English achievement in TEOG exam are investigated. To achieve this goal, a multiple indicators and multiple causes (MIMIC) model has been developed, and tested based on Stephen Krashen’s language acquisition theory and the literature. According to the research results, attitudes towards English, school type, amount of English exposure, parents’ education level and English proficiency have meaningful and positive effects on English proficiency, while language anxiety has a meaningful but negative effect on it. Moreover, it was found that the effects of parents’ education level and English proficiency and the students’ attitudes towards English on English proficiency are mediated by exposure to English. Therefore, Krashen’s second language acquisition theory stating that those who have positive attitudes towards English will seek more comprehensible input and so will be more exposed to English and consequently will acquire English more is validated
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