Kaygı ve Öğrenci Tutumları: Neden Ben Hocam?

Year 2017, Volume: 21 Issue: 4, 1511 - 1526, 20.12.2017

Bahadır Cahit Tosun

Abstract

Anxiety
is one of the major factors that affect foreign language teaching. Accordingly,
the role of anxiety in foreign language teaching and its nature is especially
important for foreign language teaching researchers. Nevertheless, despite the
numerous studies carried out in the field for about three decades, the relation
between anxiety and gender still remains an issue in need of clarification.
What is more, the relation between anxiety and foreign language learning
achievement is also another ambiguous issue with its mostly positive but
occasionally negative findings. Therefore, the aim of the current study was to
make a contribution to the literature with a clear-cut projection via
investigating the relation between students’ foreign language classroom anxiety
levels, and their gender as well as their achievements. The participants of the
study were the third-year students of the English Language and Literature
Department of Selcuk University. Horwitz’s (1986) Foreign Language Classroom
Anxiety Scale (FLCAS) was distributed to the third-year students in Oral
Communication II course and, then their anxiety levels were juxtaposed with
their gender differences and their achievement scores respectively. The results
indicated unusual findings that are expected to serve new benefits for the
interests of foreign language teaching researchers.

Keywords

Kaygı, Yabancı Dil Eğitimi

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