Kapsamlı Dinlemenin Dinleme Kaygısı, Dinleme Becerisi ve İngilizce Dersine Yönelik Tutum üzerindeki Etkisi

Abstract

Bu çalışma, podcast'leri kapsamlı dinleme olarak uygulamanın, yabancı dil olarak İngilizce öğrenen öğrencilerin dinleme kaygısı, dinleme yeterliliği ve İngilizce okul derslerine yönelik tutumları üzerindeki etkilerini araştırmayı amaçlamıştır. Araştırmanın deney ve kontrol grubuna toplam 45 onuncu sınıf öğrencisinin bulunduğu iki sınıf atanmıştır. Araştırmanın başlangıcında katılımcıların dinleme yeterliliği düzeyi Cambridge Üniversitesi tarafından geliştirilen Key English Test ile ölçülmüştür. Daha sonra her iki gruba da “Yabancı Dil Dinleme Kaygısı Ölçeği” ve “İngilizce Derslerine Yönelik Tutum Ölçeği” uygulanmıştır. Deney grubundan okul dışında 15 podcast dinlemeleri istenmiştir. Uygulamadan sonra tüm nicel ölçümler tekrarlandı. Üçgenleme yöntemi nicel verilerin 10 öğrenciden oluşan bir alt örneklemle yapılan yarı yapılandırılmış görüşmeler yoluyla gerçekleştirildi. Sonuçlar, deney grubundaki öğrencilerin dinlediğini anlama becerilerini önemli ölçüde geliştirdiklerini gösterdi. Uygulama öğrencilerin dinleme kaygısını azaltırken, yalnızca geleneksel ikinci/yabancı dil eğitimi alan kontrol grubundaki öğrenciler için bunun tersi geçerliydi. Araştırmanın bulguları ikinci dil öğretmenlerini, öğrencilerin dinleme kaygısını azaltacak ve dinleme yeterliliğini geliştirecek bir kaynak olarak podcast'ler gibi özgün girdileri dikkate almaya teşvik etmektedir. Öğrencilerin tutumlarının her iki grupta da sabit kalması gelecekteki araştırmalar için yol gösterici niteliktedir.

Keywords

• Kapsamlı dinleme
• Podcast
• Dinleme yeterliliği
• Dinleme kaygısı
• Tutum

The Impact of Extensive Listening on Listening Anxiety, Listening Skills and Attitude towards English Courses

Abstract

This study aimed to explore the effects of extensive listening (EL) to podcasts on English as a foreign language (EFL) learners’ listening anxiety, listening proficiency and attitudes towards English school lessons. Two intact classes with a total of 45 female tenth graders were assigned as the experimental and control group of the study. At the outset of the study, the participants’ level of listening competence was measured through the Key English Test (KET) developed by the Cambridge University. The “Foreign Language Listening Anxiety Scale” (FLLAS) and the “Scale of Attitudes towards English Courses” (SATEC) were administered subsequently to both groups. The experimental group received the treatment including 15 podcasts for EL practice. All the quantitative measurements were repeated after the treatment. Quantitative data was triangulated through semi-structured interviews with a sub-sample of 10 students. The results demonstrated that the students in the experimental group significantly improved their listening comprehension skills. The treatment reduced students’ listening anxiety while the reverse was true for the students in the control group receiving traditional second/foreign language (L2) instruction only. The findings of the study encourage L2 teachers to consider authentic input, namely podcasts, as a source of reducing students’ listening anxiety and improving listening proficiency. That students’ attitudes remained stable in both groups provides guidance for future research.

Keywords

• Extensive listening
• Podcasts
• Listening proficiency
• Listening anxiety
• Attitude

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