FOREIGN LANGUAGE ANXIETY AFFECTING SECONDARY SCHOOL STUDENTS’ ENGLISH LEARNING

Year 2008, , 48 - 67, 01.03.2008

Aslı Doğan

https://doi.org/10.1501/Dilder_0000000088

Cited By: 2

Abstract

The aim of this paper is to explore the effect of foreign language anxiety onstudents’ learning English as a foreign language. Likert Scale Anxiety Survey wasconducted with 293 EFL learners selected randomly and the t-test, ANOVA andSceffé tests were used to analyze the gathered data. It was investigated that whetherlearners’ parents’ education, occupation, sex and type of school that they had graduated from were effective on the level of foreign language anxiety. Resultsrevealed that learners’ anxiety levels were not affected by the mentioned factors.However, it was found that in some of the schools, where the students’ anxiety levelwas high, the students’ success was low. It was identified that secondary school students’ anxiety level influenced those learners’ academic performance

Keywords

Foreign langage anxiety, academic performance, secondary schooleducation, ELT

LİSE ÖĞRENCİLERİNİN İNGİLİZCE ÖĞRENİMLERİNİ ETKİLEYEN YABANCI DİL KAYGISI

Abstract

Bu çalışmanın amacı ortaöğretim öğrencilerinin İngilizce öğrenmelerini etkileyen yabancı dil kaygısının İngilizce öğrenimine etkisini belirlemektir. Rasgeleyöntemle seçilen 293 öğrenciye Likert tipi yabancı dil kaygı ölçeği uygulanmıştır.Verilerin analizi için t-testi, tek yönlü ANOVA ve Scheffé testleri kullanılmıştır.Öğrencilerin, anne ve babalarının eğitim düzeylerinin, mesleklerinin, cinsiyetlerinin, mezun oldukları ve okudukları okul türünün yabancı dil kaygı düzeylerineetkisi araştırılmış ve öğrencilerin kaygı düzeylerinin bunlardan etkilenmediği sonucuna ulaşılmıştır. Ancak kaygı düzeyi yüksek öğrencisi olan okulların bir kısmındabaşarı düzeyleri düşük bulunmuştur. Ortaöğretim öğrencilerinin yabancı dil kaygıdüzeylerinin başarılarını etkilediği belirlenmiştir

Keywords

Yabancı dil kaygısı, Akademik başarı, Ortaöğretim, İngilizce öğretimi

References

• Allwright, D. ve Bailey K.M. (1991). Focus on the Language Classroom. An Introduction to Classroom Research for Language Teachers. Cambridge: CUP, pp.144,175
• Aydın, B. (1999). Konuşma ve Yazma Derslerinde Yabancı Dil Öğrenimindeki Kaygı Nedenleri. Yayınlanmamış doktora tezi. Anadolu Üniversitesi, Eskişehir, pp.112-116
• Brown, D.(1994). Principles of Language Learning and Teaching. Englewood Cliffs: Prentice Hall Regent. p.141.
• Chastain, K. (1988). Developing Second Language Skills: Theory to Practice (rev.ed.). San Diego: Harcourt Brace Jovanovich, p.122.
• Daly, J. (1991). Understanding Communication apprehension: An Introduction for Language Educators. In E. K. Horwitz, & D.J.Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, New Jersey: Prentice Hall, pp.3-13.
• Demircan,O. (1988). Dünden Bugüne Türkiye’de Yabancı Dil. İstanbul: Remzi, s.45.
• Ganschow,L. Sparks,R. (1996). Anxiety about Foreign Language Learning among High School Women. The Modern Language Journal, 80,2, pp199-212.
• Horwitz,E.K. (1986). Preliminary Evidence for the Reliability and Validity of a FL Anxiety Scale .TESOL, 20, pp.559-62.
• Horwitz, E.K. and Cope, J.A. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal. 70. 125-132 .
• Kaya, M. (1995). The relationship of motivation, anxiety, self-confidence, and extraversion/ intra version to students’ active class participation in an EFL classroom in Turkey. Yayınlanmamış yükseklisans tezi. Bilkent Univesitesi, Ankara, pp.45-46.
• Larsen-Freeman, D. and Long, M. (1991). An Introduction to Second Language Acqusition. London: Longman, pp.153-210
• Littlewood, W. (1984). Foreign and Second Language Learning; Language Acquisation Research and its Implications for the Classroom. Cambridge:CUP, pp.58-59.
• McDonough, S.H. (1986). Psychology in Foreign Language Teaching. London: UnwinHyman., p.148.
• MacIntyre, P.D. and Gardner, R. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, pp.251-275.
• MacIntyre, P. D. (1995).How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, pp.79,91-99.
• Öner, N ve Kaymak, D. A. (1986). The Transliteral Equivalence and The Reliability of The Turkish TAI. In R. Schwarzer, H.M. Vander Ploeg, C.D.Spielberger ( Eds.) Advances in Test Anxiety Research, V:5. Lise: Swets en Zeitlinger, ve Hillsdale. NJ; Erlbaum, pp.227- 239.
• Öztürk, T. (2003). Suggestions about reduced language anxiety caused by personal reasons. Yayınlanmamış yüksek lisans tezi. Atatürk Univesitesi, Erzurum, pp.45-47.
• Rogers,J. (1989). Adults Learning. Great Britain: Open University Press,p.38 Scovel, T. (1978). The Effect of Affect on Foreign Language Learning:A Review of Anxiety Research. Language Learning. 28. pp.129-142.
• Taş,Y. (2006). Kaygı Nedir? Bilkent Üniversitesi Öğrenci Gelişim ve Danışma Merkezi, Bilkent, Ankara, www.bilkent.edu.tr/~dos/ogdm/b_sinavkaygi.html (5.10.2006).
• Uludağ, M. Kaygıdan Kurtulmanın Yolları. (2002) İnternet www.basariyolu.com. 2.11.2002.
• Vancı, O.Ü. (1996). Foreign Language Classroom Anxiety: How Can We Get Our Students to Participate More? Paper presented on the International ELT Conference From Diversity to Synergy. Ankara , Turkey, pp.1-19