Foreign Language Teaching Anxiety among Non-native Teachers of English: A Sample from Turkey

Karma bir yönteme dayalı olan bu çalışma, İngilizce'yi yabancı dil olarak öğreten öğretmenlerin yaşadığı yabancı dil öğretim kaygısını araştırmaktadır. Çalışmaya altı farklı devlet üniversitesinde çalışan 103 öğretim elemanı katılmış, veriler hem nicel hem nitel yöntemler kullanılarak toplanmıştır. Nicel verilerden elde edilen sonuçlar öğretmenlerin genel olarak orta seviyede yabancı dil öğretimi kaygısı yaşadığını ve kendilerini yeterli hissetmedikleri becerileri öğretirken daha kaygılı hissettiklerini ortaya koymuştur. Cinsiyetin ve eğitim durumunun bu kaygı üzerinde herhangi bir etkisine rastlanmamış fakat öğretmenlerin tecrübe yılının yabancı dil öğretimi kaygısı üzerinde anlamlı bir etkisi olduğu görülmüştür. Nitel veriler ise hedef dildeki hakimiyet, öğrencilerin tavırları ve hedef kültür bilgisi gibi faktörlerin öğretmenlerin sınıf ortamında kaygı yaşamasına neden olan temel faktörler olduğunu göstermiştir. Sonuç bölümünde ise çalışmanın bulgularına dayalı olarak hizmet içi öğretmen eğitiminde faydalı olabilecek bazı öneriler getirilmiştir

İngilizceyi Yabancı Dil olarak Öğreten Öğretmenlerin Yabancı Dil Öğretimi Kaygısı: Türkiye'den Bir Örneklem

Following a mixed-method approach, this study investigated foreign language teaching anxiety among non-native teachers of English in Turkish context. The participants included 103 instructors working at six different state universities and the data were collected through both qualitative and quantitative methods. The findings derived from the quantitative data revealed that teachers had a moderate level of teaching anxiety and they felt more anxious when they taught a skill in which they did not feel themselves competent enough. It was also found that gender and educational background did not have an effect on teaching anxiety whereas years of teaching experience significantly influenced the level of it. The results of the qualitative analysis showed that knowledge of target language items, students' manners and knowledge of target culture were the primary factors which made the teachers feel anxious in classroom atmosphere. Finally, the study put forward several implications for in-service teacher training based on the findings

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