Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları

Year 2018, Volume: 8 Issue: 2, 178 - 194, 26.01.2018

Sabriye Şener

https://doi.org/10.24315/trkefd.303860

Cited By: 4

Abstract

Bu makale öğretmen adaylarının yabancı dil konuşma
kaygısı konusundaki algılarını araştırmayı amaçlamaktadır. Araştırmanın
katılımcıları Muğla Sıtkı Koçman Üniversitesi'nin İngilizce Dil Eğitimi
Bölümünün  (ELT) 72 öğrencisi ve 3
öğretmen eğitmeninden oluşmaktadır. Çalışmada karma (mixed) araştırma deseni
kullanılmıştır. Bu amaçla ilk olarak katılımcılara Yabancı Dil Sınıf Kaygısı
Ölçeği (FLCAS) uygulandı. Daha sonra nitel veriler, ölçeği tamamlayan altı
öğrenciden yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. En son olarak
da, nitel veri toplamak için bölümden 3 öğretim üyesi ile görüşülmüştür. Nicel
ve nitel verilerin analizleri, katılımcıların orta düzeyde yabancı dil kaygısı
yaşadıklarını ortaya koymuştur. Öğretmen adaylarının kaygılarını, hata yapma
korkusu, olumsuz değerlendirilme korkusu, hatalarını derhal düzeltme çabası,
rekabetçi sınıf ortamı, resmi olmayan dil kullanımı gibi durumların etkilemiş
olduğu belirlenmiştir.

Keywords

Yabancı dil sınıf kaygısı, konuşma endişesi, duygusal bireysel faktörler

Teacher Trainees’ Perceptions on English Language Speaking Anxiety in Foreign Language Classes

Abstract

This
paper aims at exploring the perceptions of teacher trainees’ foreign language
speaking anxiety. The participants of the study include 72 English Language
Teaching Department (ELT) trainees, and 3 instructors of Muğla Sıtkı Koçman
University. In the study a hybrid design research methodology was employed. To
this end, firstly the participants were administered the Foreign Language Classroom
Anxiety Scale (FLCAS).Then the qualitative data were collected by means of
semi-structured interviews from six students who completed the scale. Finally,
three ELT department instructors were interviewed to gather qualitative data.
The analyses of the data showed that participants had a moderate level of foreign
language anxiety and anxiety provoking situations were found to be making
mistakes, fear of negative evolution, immediate error correction, competitive
classroom environment, formal language use, peer pressure that affects
students' English language learning anxiety.

Keywords

Foreign language classroom anxiety, speaking anxiety, affective individual factors

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