İNGİLİZCE ÖĞRENİMİNDE DURUMLULUK-SÜREKLİLİK KAYGI, YABANCI DİL KAYGISI VE SINAV KAYGISI ARASINDAKİ İLİŞKİ

Year 2010, , 17 - 36, 01.06.2010

Evrim Önem

https://doi.org/10.1501/Dilder_0000000128

Cited By: 1

Abstract

This research examined the relationship among State-Trait Anxiety, ForeignLanguage Anxiety and Test Anxiety in a Turkish EFL setting. State-Trait AnxietyInventory (STAI), Foreign Language Classroom Anxiety Scale (FLCAS) and TestAnxiety Inventory (TAI) were administered to preparatory English class students(n=435) in a state university in Turkey. Results revealed high and significant correlations among STAI, FLCAS and TAI responses of students. Comments and implications for future research were discussed

Keywords

state anxiety, trait anxiety, foreign language anxiety, test anxiety, appraisals of threat, face

THE RELATIONSHIP AMONG STATE-TRAIT ANXIETY, FOREIGN LANGUAGE ANXIETY AND TEST ANXIETY IN AN EFL SETTING

Abstract

Bu araştırmada Türkiye’deki bir yabancı dil olarak İngilizce öğretimi bağlamındaki Durumluluk-Süreklilik Kaygı, Yabancı Dil Kaygısı ve Sınav Kaygısı arasındakiilişki incelenmiştir. Türkiye’deki bir devlet üniversitesinin İngilizce hazırlık sınıfıöğrencilerine (n=435), Durumluluk-Süreklilik Kaygı Envanteri (STAI), Yabancı DilSınıf Kaygısı Ölçeği (FLCAS) ve Sınav Kaygısı Envanteri (TAI) uygulanmıştır.Sonuçlar öğrencilerin STAI, FLCAS ve TAI anketlerine verdikleri cevaplar arasında yüksek ve kayda değer bir ilişki olduğunu ortaya koymuştur. Bulgular ve gelecek çalışmalara yönelik tavsiyeler sonuç bölümünde tartışılmıştır

Keywords

durumluluk kaygı, süreklilik kaygı, yabancı dil kaygısı, sınavkaygısı, tehdit algılaması, özgörüm

References

• Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal , 78 (2), 155-168.
• Anderson, S. B., & Sauser Jr, W. I. (1995). Measurement of test anxiety: An overview. In C. D. Spielberger, & P. R. Vaag (Eds.), Test Anxiety: Theory, Assesment and Treatment (pp. 15-34). Washington DC: Taylor and Franchis.
• Aydın, B. (1999). Konuşma ve yazma derslerinde yabancı dil öğrenimindeki kaygı neden- leri. Unpublished Ph.D. Dissertation . Eskişehir, Turkey: Anadolu University Institute for Social Sciences.
• Baddeley, A. D. (1999). Essentials of Human Memory. UK: Hove England Psychology Press Ltd.
• Bailey, P., Onwuegbuzie, A. J., & Daley, C. E. (2000). Correlates of anxiety at three stages of the foreign language learning process. Journal of Language and Social Psychology , 19, 474-490.
• Batumlu, D. Z., & Erden, M. (2007). Yıldız Teknik Üniversitesi Yabancı Diller Yüksekokulu Hazırlık öğrencilerinin yabancı dil kaygıları ile İngilizce başarıları arasındaki ilişki. Eğitimde Kuram ve Uygulama , 3 (3), 24-38.
• Beck, A. T., & Clark, D. A. (1997). An information processing model of anxiety: Automatic and strategic processes. Behavioral Resarch Theory , 35 (1), 49-58.
• Bedell, J. R., & Marlowe, H. A. (1995). An evaluation of test anxiety scales. In C. D. Spielberger, & P. R. Vaag (Eds.), Test Anxiety: Theory, Assessment and Treatment (pp. 35-45). Washington DC, USA: Taylor and Franchis.
• Berksun, O. (2003). Anksiyete ve Anksiyete Bozuklukları (2nd ed.). İstanbul: Turgut Yayıncılık a.ş.
• Botton, A. (2004). Status Anxiety. New York, USA: Pantheon Books.
• Brown, J. D., Robson, G., & Rosenkjar, P. R. (2001). Personality, motivation, anxiety, strate- gies and language proficiency of Japanese students. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and Second Language Acquisition. USA: University of Hawaii Press.
• Brown, P., & Levinson, S. C. (1987). Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press.
• Carver, C. S. (1996). Cognitive interference and the structure of behavior. In I. G. Sarason, G. R. Pierce, & B. R. Sarason (Eds.), Cognitive Interference-Theories, Methods and Findings (pp. 25-45). New Jersey, USA: Lawrence Erlbaum Associates.
• Carver, C. S., & Scheier, F. (1986). Functional and dysfunctional responses to anxiety: The interaction between expectancies and self-focused attention. In R. Schwarzer (Ed.), Self Related Cognitions in Anxiety and Motivation (pp. 111-141). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
• Carver, C. S., & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A control process view. Psychological Review , 97 (1), 19-35.
• Cassady, J. C. (2004). The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure. Applied Cognitive Psychology , 18, 311-325.
• Covington, M. V. (1992). Making the Grade: A Self Worth Perspective on Motivation and School Reform. New York: Cambridge University Press.
• Covington, M. V. (1998). The Will to Learn: A Guide for Motivating Young People. New York: Cambridge Univesity Press.
• Gagne, N. O. (2010). Reexamining the notion of negative face in the Japanese socio lin- guistic politeness of request. Language&Communication , 2 (2), 123-138.
• Goetz, T., Preckel, F., Zidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress & Coping , 21 (2), 185-198.
• Gordon, E. M., & Sarason, S. M. (1955). The relationship between ‘test anxiety’ and ‘other anxieties’. Journal of Personality (23), 317-323.
• Hembree, R. (1988). Correlates, causes, effects and treatment of test anxiety. Review of Educational Research , 58 (1), 47-77.
• Hobson, J. A., & Leonard, J. A. (2001). Out of its Mind:Psychiatry in Crisis:A Call for Reform. Cambridge, Mass., USA: Perseus Publications.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal (70), 125-132.
• In’ami, Y. (2006). The effects of test anxiety on listening test performance. System: An International Journal of Educational Technology and Applied Linguistics , 34 (3), 317-340.
• Işık, E., & Taner, Y. L. (2006). Çocuk, Ergen ve Yetişkinlerde Anksiyete Bozuklukları. İstanbul: Golden Print.
• Lazarus, R. (1991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologist , 46 (8), 819-834.
• Levine, G. (2008). A Foucaltian approach to academic anxiety. Educational Studies: Journal of the American Educational Studies Association , 44 (1), 62-76.
• Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxi- ety: A distinction and some initial data. Psychological Reports , 20 (3), 975-978.
• MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganshow. The Modern Language Journal , 79 (1), 90-99.
• MacIntyre, P. D., Noels, K. A., & Clement, R. (1997). Biases in self-ratings of second lan- guage proficiency: The role of language anxiety. Language Learning , 47 (2), 265-287.
• MacIntyre, P., & Gardner, R. C. (1989). Anxiety and second language learning:Toward a theoretical clarification. Language Learning , 39 (2), 251-275.
• MacIntyre, P., & Gardner, R. C. (1991b). Language anxiety:Its relationship to other anxi- eties and to processing native and second languages. Language Learning , 41 (4)
• MacIntyre, P., & Gardner, R. C. (1991a). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning , 41 (1), 283- 305.
• MacIntyre, P., & Gardner, R. C. (1994a). The effects of induced anxiety on three stages of cognitive processing in computerised vocabulary learning. Studies in Second Language Acquisition , 16 (1), 1-18.
• MacIntyre, P., & Gardner, R. C. (1994b). The subtle effects of language anxiety on cogni- tive processing in the second language. Language Learning , 44 (2), 283-305.
• MacLeod, C. (1996). Anxiety and cognitive processes. In I. G. Sarason, G. R. Pierce, & B. R. Sarason (Eds.), Cognitive Interference-Theories, Methods and Findings (pp. 47-77). New Jersey, USA: Lawrence Erlbaum Associates Inc.
• Marsh, H. W., & Parker, J. W. (1984). Determinants of student self-concept: Is it beter to be a relatively large fish in a small pond even if you don’t learn to swim as well? Journal of Personality and Social Psychology , 41 (1), 213-231.
• Mathews, A. (2006). Anxiety and the encoding of emotional information. In B. Utti, N. Ohta, & A. L. Siegenthaler (Eds.), Memory and Emotion-Interdisciplinary Perspectives (pp. 37-58). Malden, MA, USA: Blackwell Publishing Ltd.
• Meichenbaum, D., & Butler, L. (1980). Toward a conceptual model for the treatment of test anxiety: Implications for research and treatment. In I. G. Sarason (Ed.), Test Anxiety: Theory, Research and Application (pp. 187-208). Hillsdale, New Jersey: Erlbaum.
• Minor, S. W., & Gold, S. R. (1985). Worry and emotionality components of test anxiety. Journal of Personality Assessment , 49 (1), 82-85.
• Morgan, C. T. (2006). Psikolojiye Giriş (17th ed.). (S. Karakaş, Trans.) Ankara, Turkey: Meteksan.
• Murphy, D., & Stich, S. (2000). Darwin in the madhouse: Evolutionary psychology and the classification of mental disorders. In P. Carruthers, & A. Chamberlain (Eds.), Evolution and The Human Mind-Modularity, Language and Meta-Cognition (pp. 62-92). Cambridge, UK: Cambridge University Press.
• Naveh-Benjamin, M., McKeachie, W. J., & Lin, Y. G. (1987). Two types of test anxious stu- dents: Support for an information processing model. Journal of Educaitonal Psychology , 79 (2), 131-136.
• Naveh-Benjamin, M., McKeachie, W. J., Lin, Y. G., & Hollinger, D. P. (1981). Test anxiety: Deficits in information processing. Journal of Educational Psychology , 73 (6)
• Öner, N., & LeCompte, A. (1985). Durumluluk-Süreklilik Kaygı Envanteri El Kitabı. İstanbul: Boğaziçi Üniversitesi Yayınları.
• Öner, N. (1990). Sınav Kaygısı Envanteri Elkitabı. İstanbul: YÖRET Vakfı.
• Rodriguez, M., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal , 87 (3), 365- 374.
• Sarason, I. G., Pierce, G. R., & Sarason, B. R. (1996). Domains of cognitive interference. In I. G. Sarason, G. R. Pierce, & B. R. Sarason (Eds.), Cognitive Interference- Theories, Methods and Findings (pp. 139-152). New Jersey, USA: Lawrence Erlbaum Associates.
• Sarason, I. (1984). Stress, anxiety and cognitive interferences: Reactions to tests. Journal of Personality and Social Psychology , 46 (4), 929-938.
• Schwarzer, R. (1986). Self-related cognitions in anxiety and motivation: An introduction. In R. Schwarzer (Ed.), Self-Related Cognitions in Anxiety and Motivation: An Introduction (pp. 1-18). New Jersey: Lawrence Erlbaum Associates.
• Spielberger, C. D. (1972a). Trends in theory and research on anxiety. In C. D. Spielberger (Ed.), Anxiety-Current Trends in Theory and Research (Vol. 1, pp. 3-19). New York, USA: Academic Press.
• Spielberger, C. D. (1972b). Anxiety as an emotional state. In C. D. Spielberger (Ed.), Anxiety-Current Trends in Theory and Research (Vol. 1, pp. 23-49). New York, USA: Academic Press.
• Spielberger, C. D. (1980). Preliminary Professional Manual For The Test Anxiety Inventory. California, USA: Consulting Psychologist Press.
• Spielberger, C. D., & Vaag, P. R. (1995). Test anxiety:A transactional process model. In C. D. Spielberger, & P. R. Vaag (Eds.), Test Anxiety:Theory, Assessment and Treatment (pp. 1-14). Washington DC, USA: Taylor and Franchis.
• Spielberger, C. D., Anton, W. D., & Bedell, J. (1976). The nature and treatment of test anx- iety. In M. Zuckerman, & C. D. Spielberger (Eds.), Emotions and Anxiety-New Concepts, Methods and Application (pp. 317-345). Hillsdale, New Jersey, USA: Lawrence Erlbaum Associates.
• Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1970). Manual for State-Trait Anxiety Inventory. California, USA: Consulting Psychologist Press.
• Tobias, S. (1985). Test anxiety: Interference, defective skills and cognitive capacity. Educational Psychologist , 20 (3), 135-142.
• Vasey, M. V., El-Hag, N., & Daleiden, E. L. (1996). Anxiety and the processing of emo- tionally threatening stimuli: Distinctive patterns of selective attention among high and low test anxious children. Child Development , 67 (3), 1173-1185.
• Wine, J. D. (1971). Test anxiety and the direction of attention. Psychological Bulletin , 76, 92-104.
• Zeidner, M. (1998). Test Anxiety-The State of Art. New York, USA: Plenum Press.
• Zeidner, M., & Matthews, G. (2005). Evaluation anxiety-Current theory and research. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 141-163). New York: The Guilford Press.
• Zohar, D. (1998). An additive model of test anxiety: Role of exam-specific expectations. Journal of Educational Psychology , 90 (2), 330-340.