EFFECT OF LEARNING ANXIETY OF FOREIGN LANGUAGE AS TURKISH ON ACADEMIC ACHIEVEMENT

Yıl 2013, , 1115 - 1158, 31.01.2013

Kadir Yoğurtçu Gökçe Yoğurtçu

https://doi.org/10.14520/adyusbd.420

Cited By: 12

Öz

An anxiety emerges both as one of the individual's existential factors and as one of the concepts used to express the intrapsychic situations as a result of interactions and experiences with physical and social environment. In the related scientific researches, a foreign language learning anxiety was observed to be taken into consideration as separate from the general anxiety conceptualization. According to these studies anxiety is noticed more in psycho-motor production-focused listening and speaking skills, as well as is originated from the fear of communication, exam anxiety and fear of negative grading. According to the these findings, it is assumed to create an ideal teaching environment in classes where individuals will be more motivated free from an anxiety and to adopt a teaching and learning strategies. In this research, anxiety categories that are occurred in learning environment was identified with the help of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz and Cope (1986), that is frequently used in the literature. In addition, by the data obtained from exam anxiety scale developed by Sarason (1984), it aimed to study in what extent the exam anxiety effect the academic achievement of Kyrgyzstan-Turkey Manas University Preparatory classes students on Turkish language. According to the interpretation of empirical data obtained by multivariate statistical techniques, it was suggested to reduce the negative effects of anxiety in the learning process.

Anahtar Kelimeler

foreign language learning anxiety, exam anxiety, Turkish, academic achievement

YABANCI DİL OLARAK TÜRKÇENİN ÖĞRENİMİNDE KAYGININ AKADEMİK BAŞARIYA ETKİSİ

Öz

Kaygı, bireyin varoluşsal etmenlerinden biri olarak ortaya çıktığı gibi çoğunlukla yaşadığı fizik ve sosyal çevre ile etkileşimleri ve deneyimleri sonucunda görülen intrapsişik (intrapsychic) durumları ifade etmekte kullanılan bir kavram olarak da karşımıza çıkmaktadır. Konu ile ilgili yapılan bilimsel araştırmalarda yabancı dil öğreniminde gözlemlenen kaygı türünün genel kaygı kavramlaştırmalarından ayrı tutularak değerlendirildiği gözlemlenmektedir. Söz konusu çalışmalara göre kaygı daha çok psiko-motor üretime dönük dinleme ve konuşma becerilerinde görülmekte, ayrıca iletişim korkusundan, sınav kaygısından ve olumsuz değerlendirilme korkusundan kaynaklanan kaygı durumları da söz konusu olabilmektedir. Bu bulgular çerçevesinde ideal bir öğretim ortamında bireylerin yüksek bir güdülenme ile eğitim almaları adına kaygıdan etkilenmeyecekleri bir sınıf oluşturulması ve bu yönde bir öğretme-öğrenme stratejilerinin benimsenmesi gerektiği öngörülebilir. Bu araştırmada da ilgili literatürde sıkça kullanılan, kaygı belirleme ölçeklerinden, Horwitz, ve Cope (1986) tarafından geliştirilen Yabancı Dil Öğrenme Kaygı Ölçeği (FLCAS) yardımıyla öğrenme ortamında oluşan kaygı kategorileri belirlenmiştir. Ayrıca Sarason (1984) tarafından geliştirilen sınav kaygısı ölçeğinden elde edilen verilerle de, sınav kaygısının Kırgızistan-Türkiye Manas Üniversitesi Türkiye Türkçesi Hazırlık Sınıflarında öğrenim gören üniversite öğrencilerinin akademik başarılarını ne yönde, ne kadar etkilediğinin araştırılması hedeflenmiştir. Çok değişkenli istatistiksel tekniklerle elde edilen deneysel verilerin yorumlanmasına göre de kaygının öğrenme sürecinde görülen olumsuz etkilerinin azaltılabilmesi için öneriler getirilmiştir.

Anahtar Kelimeler

Yabancı dil öğrenme kaygısı, sınav kaygısı, Türkçe, Akademik başarı

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