YABANCI DİL ÖĞRENME ENDİŞESİ İLE ÖZ YETERLİK ARASINDAKİ KORELASYON ÜZERİNE BİR ÇALIŞMA

Yıl 2008, Cilt: 4 Sayı: 1, 148 - 158, 14.01.2013

Feryal Çubukçu

Öz

Dil öğreniminin fazla keşfedilmeyen alanlarından biri olan endişe ile ilgili bu çalışma yabancı dil bölümünde okuyan öğrencilerin endişe seviyeleri ile kendilerine yeterlik düzeyleri arasında bir ilişki olup olmadığına bakmayı hedeflemektedir. Bu amaçla 100 öğrenciye Yabancı Dil Endişe Ölçeği ile Öz Yeterlik Ölçeği verilmiş ve sonuçlarda cinsiyet açısından bir farklılık olmadığı ve bu iki konu arasında bir korelasyon bulunmadığı gözlenmiştir.

Anahtar Kelimeler

endişe, öz yeterlilik, yabancı dil öğrenimi

Kaynakça

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Bodas, J., & Ollendick,T. (2005). Test anxiety. Clinical Child and Family Psychology Review, 8 (1), 65-88.
• Gregersen, T., & Horwitz, E. (2002). Language learning and perfectionism. The Modern Language Journal, 86, 562-570.
• Hanton, S., O’Brian,M., & Mellalieu, S. (2003). Individual differences, perceived control and competitive trait anxiety. Journal of Sport Behavior, 26 (1), 39-56.
• Hill, K., & Wigfield, A .(1984). Test anxiety. The Elementary School Journal, 85, 105-126.
• Horwitz ,E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety, The Modern Language Journal, 70, 125-132.
• Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
• Jackson, J (2002). Reticence in second language case discussions. System, 30, 65-84
• Kim, S. Y. (1998) Affective experiences of Korean college students. Unpublished doctoral dissertation. The University of Texas. Austin
• Linnenbrink , E. A & Pintrich, P. (2003). The role of self efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.
• Liu, N.F.& Littlewood, W (1997). Why do many students appear reluctant to participate in classroom learning discourse. System, 25,3, 371-384
• McDonald, A. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21(2), 89-101.
• MacIntyre, P. (1995 ). How does anxiety affect second language learning? The Modern Language Journal, 79, 90-99.
• MacIntyre,P & Gardner,R.C. (1991). Language Anxiety. Language Learning.41, 513-534.
• Nitko, A. J. (2001). Educational assessments of students. Upper Saddle River: Prentice Hall.
• Ohnmacht, F. (1966). Achievement, anxiety and creative thinking. American Educational Research Journal, 3, 131-138.
• Pajares, F., Miller, M. D.& Johnson, M. J. (1999). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
• Pintrich, P., & Schunk, D. (1996). Motivation in Education: Theory, research and applications. Englewood Cliffs, NJ: Prentice Hall Merrill.
• Pintrich, P., & Schrauben, B. (1992). Students’ Motivational Beliefs and Their Cognitive Engagement in Classroom Tasks. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (149-183) Hillsdale, NJ: Erlbaum.
• Soupon, V. (2004) Implementing Strategies to Assist Test-Anxious Students. Journal of Instructional Psychology, 31,4, 292-296
• Stöber, J. (2004). Dimensions of test anxiety. Anxiety, Stress and Coping, 17, 213-226.
• Trylong, V. L. (1987) Aptitude, Attitudes and Anxiety.Unpublished doctoral dissertation. Purdue University, Indiana.
• Weinstein, C.E., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching and learning (pp. 315-327). New York: Macmillan.
• Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic achievement: The role of self-efficacy beliefs and personal goal-setting. American Educational Research Journal, 29, 663-676.