İngilizce Öğretmen Adaylarının Konuşma Kaygısı ile İletişim Kurma İstekliliği Arasındaki İlişki

Year 2022, Volume: 6 Issue: 3, 294 - 311, 31.07.2022

Özge Su Özalp Ali Merç

https://doi.org/10.34056/aujef.1082682

Cited By: 1

Abstract

İngilizce Öğretmen adaylarının yabancı dil konuşma kaygısı ve iletişim kurma isteklilikleri arasındaki ilişki üzerine, özellikle Türkiye bağlamında sınırlı araştırma olması, bu araştırmanın yolunu açmıştır. Bu nicel çalışma, birbiriyle ilişkili iki kavramın son derece önemli olduğunu göz önünde bulundurarak, konuşma kaygısı ile iletişim kurma istekliliği arasındaki ilişkiyi korelasyonel bir araştırma tasarımı ile incelemektedir. Bu çalışmaya bir Türk üniversitesinden 84 birinci sınıf İngilizce Öğretmenliği öğrencisi katılmıştır. Katılımcılara konuşma kaygısı ve iletişim kurma istekliliği düzeylerini değerlendirmek için Yabancı Dil Konuşma Kaygısı Ölçeği (FLSAS) ve İletişim Kurma İstekliliği Ölçeği uygulanmıştır. İki ölçek aracılığıyla toplanan veriler nicel veri analiz yöntemleri kullanılarak incelenmiştir. Sonuçlar (1) öğrencilerin orta düzeyde konuşma kaygısı yaşadıklarını ve yüksek düzeyde iletişim kurma istekliliği belirttiklerini, (2) kız öğrencilerin erkek akranlarından daha yüksek düzeyde konuşma kaygısına sahip olduğunu, ancak iletişim kurma istekliliği düzeyleri açısından cinsiyetler arasında fark olmadığını ve (3) konuşma kaygısının iletişim kurma istekliliği üzerinde önemli ölçüde bir etkisinin olduğunu, aynı şekilde iletişim kurma istekliliğinin de konuşma kaygısı üzerinde etkili olabileceğini göstermiştir. Çalışmanın bulguları ilgili literatür eşliğinde tartışılarak yorumlanmıştır. Ayrıca, hem uygulayıcılar için birtakım çıkarımlar ortaya konmuş hem de ileride yapılması olası çalışmalar için öneriler sunulmuştur.

Keywords

Konuşma kaygısı, iletişim kurma istekliliği, yabancı dil olarak İngilizce, dil öğrenimi

The Relationship between Speaking Anxiety and Willingness to Communicate among Pre-Service EFL Teachers

Abstract

Limited research on the relationship between pre-service English language teachers' foreign language speaking anxiety and their willingness to communicate, particularly in Turkish context, paved the way for the present inquiry. Considering the utmost importance of the two interrelated concepts, this quantitative study investigates the relationship between speaking anxiety and willingness to communicate within a correlational research design. Eighty-four first-year ELT students from a Turkish university participated in this study. The Foreign Language Speaking Anxiety Scale (FLSAS) and the Willingness to Communicate (WTC) Scale were administered to participants to assess their speaking anxiety and WTC levels. Data collected through two scales were examined by use of quantitative data analyses. The results showed that (1) students had a moderate level of speaking anxiety, while they indicated a high level of WTC, and (2) female learners had a higher level of speaking anxiety than their male peers, in terms of WTC levels, no difference was observed between genders, and (3) speaking anxiety had a significant impact on willingness to communicate and vice versa. The findings of the study are discussed along with the related literature and several implications and suggestions are presented both for practitioners and future studies.

Keywords

Speaking anxiety, willingness to communicate, EFL, language learning

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