Olası Yabancı Dil Öğretmen Benlikleri ve Yabancı Dil Konuşma Kaygısına Katkıları; İngiliz Dili Eğitimi ve İngiliz Dili ve Edebiyatı Bölümleri Üzerine Bir Çalışma

Year 2024, Volume: 26 Issue: 2, 465 - 475, 28.06.2024

Haldun Vural

https://doi.org/10.32709/akusosbil.1134164

Abstract

Yabancı bir dilde söyleşiye başlamak için kanıksanmış iki engel vardır; incelik ve utangaçlık. Bu gerçekle üniversite seviyesindeki öğrencilerde de karşılaşmak mümkündür. Üniversite öğrencilerinin iletişim edimi eksikliği bu utangaçlık ve yüksek konuşma kaygısı ile açıklanabilir. Bir topluluk önünde konuşmak kişinin kendi dilinde olsa bile zordur. Bu yüzden, öğretmenler öğrencilerinin İngilizce konuşma kaygı nedenlerinden haberdar olurlarsa, derslerinde daha verimli olabilirler ve o ders için en etkin öğretim teknik ve yöntemlerini belirleyebilirler. Konuşma kaygısı ve konuşma öz-yeterliği yabancı dil öğreniminin en genel problemleridir denebilir. İngiliz Dili Eğitimi ile İngiliz Dili ve Edebiyatı öğrencilerinin yabancı dil konuşma kaygı (YDKK) seviyeleri arasında anlamlı bir farklılık olup olmadığının araştırılması, iki bölüm arasında YDKK değişkenleri arasındaki korelasyonun derecesinin ve çeşidinin saptanması ve YDKK derecesinin bölümlere göre farklılık gösterip göstermediğinin incelenmesi bu çalışmanın hedeflerindendir. Bu çalışma karşılaştırmalı ve korelasyonel özellikler taşıyan nicel bir araştırmadır. Veriler İngiliz Dili Eğitimi ile İngiliz Dili ve Edebiyatı bölümü öğrencilerinin doldurduğu üç anket ile toplanmıştır. Araştırmanın sonuçlarına göre İngiliz Dili Eğitimi ile İngiliz Dili ve Edebiyatı öğrencilerinin yabancı dil konuşma kaygı seviyeleri arasında anlamlı bir farklılık vardır ve İngiliz Dili Eğitimi bölümü öğrencileri İngilizce konuşurken İngiliz Dili ve Edebiyatı öğrencilerinden daha az kaygı yaşamaktadır.

Keywords

İngiliz dili eğitimi, İngiliz dili ve edebiyatı, yabancı dil konuşma kaygısı, öğretmen benlikleri

Possible Language Teacher Selves and Their Contribution to Foreign Language Speaking Anxiety: A Study Over English Language Teaching and English Language and Literature Departments

Abstract

Speaking in front of people is challenging even in one‘s own language. So it can be asserted that if teachers are aware of the reasons for their students’ English speaking anxiety, they may teach their classes better and decide on the most effective teaching techniques and methods. Speaking anxiety and speaking self-efficacy can be suggested among the most common problems in foreign language learning. The aim of the current study is to investigate whether there is a significant difference between foreign language speaking anxiety levels of English Language Teaching (ELT) and English Language and Literature (ELL) departments’ students; to investigate the degree and type of correlation between these FLSA variables of two departments; and to investigate the students’ levels of FLSA and whether their degree of anxiety in speaking a foreign language differs according to the departments of the students. The study has the features of quantitative research design. Data are received from 4th year students of English Language Teaching and English Language and Literature Departments. The findings show that there is a significant difference between the foreign language speaking anxiety levels of ELT and ELL students; ELT students are less anxious in speaking English than ELL students.

Keywords

English Language Teaching (ELT), English Language and Literature, foreign language speaking anxiety, language teacher selves

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