HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMENLERİNİN YABANCI DİLDE YAZMA KAYGISI: BUNUNLA İLGİLİ BAZI ETKENLER

Öz

Duyuşsal faktörlerin yabancı dil öğrenim sürecinde önem kazanmasıyla birlikte sonyıllarda “öğrenenin duygusal tepkileri ve güdüleri” (Scovel, 1978:16) ile ilgilenenkaygı çalışmaları büyük bir ivme kazanmıştır. Yapısal olarak psikolojik ve komplikeolan kaygı, korku endişe ve üzüntü gibi daha çok olumsuz hislerle ilişkilendirilir.Pek çok çalışma kaygının belli dil becerileri üzerindeki etkisini incelemiştir, özellikle de konuşma ve dinleme becerileri. Fakat, “yazma becerisinden elde edilenkazançtan daha ğır basan yazma süreci kaygısı” olarak tanımlanan yazma kaygısıdaha yakından bir incelemeyi gerektirmektedir çünkü yazma kaygısının öğrencininperformans ve başarısını etkilediği birçok araştırmada bulunmuştur. Bundandolayı, bu çalışmanın iki amacı vardır: 63 İngilizce öğretmenliği öğrencisininyazma kaygısı düzeyi, özellikle cinsiyet ve mezun oldukları okul değişkenlerine görefarklılaşıp farklılaşmadığı ve ikinci amacı da bu kaygının altında yatan sebepler.Çalışmanın verileri Yabancı Dil Yazma Kaygısı Ölçeği (Cheng, 2004), Yabancı DilYazma Kaygısı Sebeplei Ölçeği (SLWARS) (Kara, 2013) ve yarı-yapılandırılmışmülakatlarla toplanmıştır. Çalışma bulguları İngilizce öğretmenliği öğrencilerininçoğunun yüksek ya da ortalama derecede yazma kaygısına sahip olduğu, cinsiyet vemezun olunan okulun öğrencilerin toplam yazma kaygısı düzeyinde önemli düzeydebir etkisinin olmadığı, ve öğretmenin pedagojik uygulamaları ve geribildirim tercihlerinden başka pek çok faktörün öğrencilerin yazma becerisine karşı kaygılı duymalarına sebep olduğu bulunmuştur

Anahtar Kelimeler

• ikinci dil yazma kaygısı,muhtemel sebepler

PRE-SERVICE EFL TEACHERS’ FOREIGN LANGUAGE WRITING ANXIETY: SOME ASSOCIATED FACTORS

Abstract

Anxiety studies have gained much interest in recent years with the advent of the significance of the impact of affective factors to the fore on foreign language learning process, which deal with “the emotional reactions and motivations of thelearner” (Scovel, 1978:16). Psychological and complicated in nature, anxiety isassociated with such negative feelings as fear, apprehension and worry. A greatbody of research has been devoted to examine the role of anxiety on specific language skills, especially speaking and listening. However, defined as “fear of thewriting process that outweighs the projected gain from the ability to write”(Thompson, 1980:121), writing anxiety deserves a closer look since prevalence ofwriting anxiety in foreign language classes affecting the L2 performance andachievement in a negative way has been acknowledged in many studies. Hence, theaim of the present study is twofold: to determine the extent of writing anxiety experienced by 63 prep-class students at English Language Teacher Training (ELT)department with a specific reference to the role of gender and the type of highschool they graduated from, and unravel the underlying causes. With conveniencesampling of the participants, data were collected through Second Language WritingAnxiety Inventory (SLWAI) (Cheng, 2004), Second Language Writing AnxietyReasons Scale (SLWARS) (Kara, 2013) and semi-structured interviews. The studyrevealed that majority of the ELT students experience high or average level of writing anxiety towards writing tasks in general, the participant-related variableslike gender and the type of high school has no significant effect on the students’total writing anxiety scores, and various reasons, except from the teachers’ pedagogical practices and feedback preferences, have a role to play in students’feeling anxious when they are asked to write in L2

Keywords

• foreign language writing anxiety,possible causes

References

1. Alnufaie, M. & Grenfell, M. (2013). EFL Writing Apprehension: The Macro or Micro.
2. Journal of Arts and Humanities (JAH), 3(2), 79-89.
3. Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal Quarterl, 8(4), 100-118.
4. Bloom, L. Z. (1985). The Composing Process of Anxious and Non-anxious Writers a
5. naturalistic Study. Paper presented at the Annual Meeting of the Conference on College Composition and Communication.
6. Book, V. (1976). Some Effects of Apprehension on Writing Performance. Paper presented at
7. Annual meeting of the American Business Communication Association, December 28-30, Diego, USA.
8. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York. Routledge.

9. Cheng, Y.-S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation, Journal of Second Language Writing, 13, 313-335.
10. Cheng, Y. S. (2001). Learners’ beliefs and second language anxiety. Concentric: Studies in English Literature and Linguistics, 27(2), 209-223.
11. Cheng, Y., Horwitz, E., and Schallert, D. (1999). Language Anxiety: Differentiating Writing and Speaking Components, Language Learning, 49(3), 417-446.
12. Claypool, S. H. (1980). Teacher writing apprehension: Does it affect writing assignments across curriculum? (ERIC Document Reproduction Service No: ED 216 387).
13. Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument of writing apprehension. Research in the Teaching of English, 9, 242-249.
14. Daly, J. A. (1979). Writing apprehension in the classroom: Teacher role expectations of the apprehensive writer. Research in the Teaching of English, 13, 37-44.
15. Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J.
16. Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589- 630). Oxford: Blackwell.
17. Erkan, D. Y., & Saban, A. (2011). Writing Performance Relative to Writing Apprehension, Self-Efficacy in Writing, and Attitudes towards Writing: A Correlational Study in Turkish Tertiary-Level EFL, The Asian EFL Journal Quarterly, 13(1), 164-192.
18. Elkhafaifi, H. (2005). Listening Comprehension and Anxiety in the Arabic Language Classroom, Modern Language Journal, 89(2), 206-220.
19. Gkonou, C. (2011). Anxiety over EFL speaking and writing: A view from language classro- oms, Studies in Second Language Learning and Teaching, 1(2), 267-281.
20. Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. The USA: Longman.
21. Hassan, B. A. (2001). The Relationship of Writing Apprehension and Self-Esteem to the Writing Quality and Quantity of EFL University Students. ERIC Document, ED45167.
22. Horwitz et al. (1986). Foreign Language Classroom Anxiety, The Modern Language Journal, 70, 125- 132.
23. Huwari, I. F., Aziz, N. H., (2011). WritingApprehension in English among Jordanian Postgraduate Students at Universitiutara Malaysia (UUM), Academic Research International, 1(2), 190-198.
24. Içbay, M.A. (2005), “A SWOT Analysis on the University Entrance Examination in Turkey: A Case Study”, Mersin University Journal of the Faculty of Education,1(1),126- 140.
25. Jahin, J.H. (2012).The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers, Australian Journal of Teacher Education, 37(11), 60-84.
26. Johnson, R.B., Onwuedbuzie, A.J. (2004). Mixed Method Research: A Research Paradigm Whose Time Has Come, Educational Researcher, 33(14), 14-26.
27. Kara, S. (2013). Writing Anxiety: A Case Study on Students’ Reasons for Anxiety in Writing Classes, Anadolu Journal of Educational Sciences, 3(1), 103-11.
28. Kimura, H. (2008). Foreign language listening anxiety: Its dimensionality and group diffe- rences. JALT Journal,30, 173-196.
29. Latif, M. (2007). Factors Accounting for Egyptian EFL University Students Negative Writing
30. Affect, Essex Graduate Student Papers in Language and Linguistics, 9, 57-82.
31. Lee, S.-Y. (2001). The relationship of writing apprehension to the revision process and topic preference: A student perspective. In P.-H. Chen & Y.-N. Leung (Eds.), Selected papers from the tenth international symposium on English teaching, Taipei, Taiwan: Crane, 504–516.
32. Leki, I. (1999). Techniques for reducing second language writing anxiety. In D. J. Young (Eds.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, 64-88, Boston: McGraw- Hill College.
33. Lin, G.H.C. (2009). An Exploration into Foreign Language Writing Anxiety from Taiwanese University Students’ Perspectives, Language, Teaching, Literature, Linguistics, Translations and Interpretation NCUE Fourth Annual Conference on
34. MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Spark and Ganschow, The Modern Language Journal, 79(1), 90-99 http://dx.doi.org/10.1111/j.1540-4781.1995.tb05418.x
35. Madigan, R., Linton, P., & Johnson, S. (1996). The paradox of writing apprehension. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing, 295-307.
36. Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts, The Electronic Journal for English as a Second Language ej.org/wordpress/issues/volume6/ej22/ej22a1/?wscr 2(6), retrieved from http://www.tesl
37. Negari, G. M., Rezaabadi, O.T. (2012). Too Nervous to Write? The Relationship between Anxiety and EFL Writing, Theory and Practice in Language Studies, 12(2), 2578-2586.
38. Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign lan- guage anxiety. Applied Psycholinguistics, 20, 217–239.
39. Öztürk, H. & Çeçen, S. (2007). The Effects of Portfolio Keeping on Writing Anxiety of EFL Students, Journal of Language and Linguistic Studies, 3(2), 218-236.
40. Palmquist, M., & Young, R. (1992). The notion of giftedness and student expectations about writing. Written Communication, 9, 137-168.
41. Patton, M. (2002), Qualitative Research & Evaluation Methods, London: Sage Publications.
42. Petric, B. & Czárl, B. (2003). Validating a writing strategy questionnaire. System, 31(2), 187-215.
43. Price, Mary, L. (1991), “The Subjective Experience of Foreign Language Anxiety: Interviews
44. with Highly Anxious Students” E.K. Horwitz, D.J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Applications, London: Prentice-Hall International (UK), 101- 108.
45. Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press.
46. Rodriguez, Y., Delgado, V., and Colon, J.M. (2009). Foreign Language Writing Anxiety among Preservice EFL Teachers, Lenguas Modernas, 33, 21 – 31.
47. Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202-218. http://dx.doi.org/10.1111/0026- 7902.00016
48. Sawalha, A., Salem, A.M., and Chow, T. (2012). The Effects of Writing Apprehension in English on the Writing Process of Jordanian EFL Students at Yarmouk University, International Interdisciplinary Journal of Education - February 2012, 1(1), 6-14.
49. Scovel, T. (1991). The Effect of Affect o Foreign Language Learning: A Review of the Anxiety Research. In E.K. Horwitz & D.J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Applications, London: Prentice-Hall International (UK), 15- 23.
50. Shawish, J. A. and Atea, M. (2010). An Investigation of Palestinian EFL Majors’ Writing Apprehension: http://files.eric.ed.gov/fulltext/ED512894.pdf ERIC Number: ED512894 Causes and Remedies
51. Shi, L. (1998). Effects of Prewriting Discussions on Adult ESL Students’ Compositions, Journal of Second Language Writing, 7(3), 319-345.
52. Silva, T. (1993). L1 vs L2 writing: ESL graduate students’ perceptions. TESL Canada, 10, 27-47.
53. Thompson, M. O. (1980). Classroom techniques for reducing writing anxiety: A study of several cases. Paper presented at the annual conference on College Composition and Communication, Washington, D.C. (ERIC Document Reproduction Service No. ED 188661).
54. Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. In K. M.Bailey & D. Nunan (Eds.). Voices from the Language Classroom (145-168). Cambridge: CUP.
55. Woodrow, L. (2006). Anxiety and Speaking English as a Second Language, RELC Journal, 37, 308- 328.