Research Article
Year 2019,
, 1359 - 1369, 15.05.2019
Abstract
The negative
relationship between foreign language anxiety and foreign language learning has
been well-established over the last four decades. Yet, teacher language anxiety
remains a relatively unexamined phenomenon The purpose of this study is to
investigate what anxious non-native student teachers perceive to be the sources
and effects of their feelings of foreign language anxiety. The findings
indicate the participants experience feelings of anxiety due to their fear of
being negatively evaluated, concern over errors, and negative self-perceptions.
Language anxiety also appears to have a number of negative impacts on foreign
language instruction which have not been investigated in-depth before.
References
- Angen, MJ. (2000). Evaluating interpretive inquiry: Reviewing the validity debate and opening the dialogue. Qualitative Health Re-search, 10, 378-395. Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (204-227). Rowley, MA: Newbury House. Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language lis-tening anxiety. System, 37, 664-675. Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10, 3-31. Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. New York, NY: Routledge. Creswell, J. W. (2003). Educational research: Planning, conducting, and evaluating qualitative and quantitative research. Thousand Oaks, CA: Sage. Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press. Gregersen, T. S. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36, 25-32. Gregersen, T. S., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86, 562-570. Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559-562. Horwitz, E. K. (1996). Even teacher get the blues: Recognizing and alleviating non-native teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29, 365-372. Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43, 154-167. Horwitz, E. K., Horwitz M., & Cope. J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132. Horwitz, E. K., Tallon, M., & Luo, H. (2010). Foreign language anxiety. In J. C. Cassady (Ed.), Anxiety in schools: The causes, conse-quences, and solutions for academic anxieties (95-105). New York: Peter Lang. İpek, H. (2007). Foreign language teaching anxiety. Eskisehir: T.C. Anadolu Üniversitesi Yayınları, No: 1730. Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications. Llurda, E. (2005). Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York, NY: Springer. Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-214. Medgyes, P. (1983). The schizophrenic teacher. ELT Journal, 37, 2-6. Morse, J. (1994). Designing funded qualitative research. In N.K. Denzin & Y. S. Lincoln (Eds.) Handbook of Qualitative Research (220-235). Thousand Oaks, CA: Sage Publications. Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20, 217-239. Pasternak, M., & Bailey, K. M. (2004). Preparing non-native and native English-speaking teachers: Issues of professionalism and profi-ciency. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspective on non-native English-speaking profession-als (155-175). Ann Arbor: University of Michigan Press. Phillips, E. A. (1999). Decreasing language anxiety: Practical techniques for oral activities. In D. Young (Ed.), Affect in foreign lan-guage and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (124-143). Boston: McGraw-Hill. Price, M. J. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications, (101-108). Upper Saddle River, NJ: Prentice Hall. Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession, (283-303). New York: Springer. Reeves, T., & Medgyes, P. (1994). The nonnative English speaking ESL/EFL teacher’s self image: An international survey. System, 22, 353-367. Rodriguez, M., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Mod-ern Language Journal, 87, 365-374. Saito, Y., & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, interme-diate, and advanced-level college students of Japanese. Foreign Language Annals, 29, 239-251. Sandelowski, M. (1993). Rigor or rigor mortis: The problem of rigor in qualitative research revisited. Advances in Nursing Science, 16, 1-8. Wilson, M. (2001). The changing discourse of language study. English Journal, 90, 31-36. Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23, 539-553.
Year 2019,
, 1359 - 1369, 15.05.2019
Abstract
Yabancı dil kaygısı ile yabancı
dil öğrenimi arasındaki negatif ilişki son kırk yılda iyice yerleşmiştir. Yine
de, öğretmen dil kaygısı göreceli olarak incelenmemiş bir fenomen olarak
kalmaya devam etmektedir. Bu çalışmanın amacı, anadili İngilizce olmayan
yabancı öğretmen adaylarının yabancı dil kaygısı kaynaklarını ve etkilerini
incelemektir. Bulgular, katılımcıların olumsuz değerlendirilme korkusu, hatalara
ilişkin endişeler ve olumsuz benlik algıları nedeniyle endişe duyduklarını
göstermektedir. Dil kaygısının, yabancı dil öğretimi üzerinde daha önce detaylı
olarak araştırılmamış birtakım olumsuz etkileri olduğu da görülmektedir.
References
- Angen, MJ. (2000). Evaluating interpretive inquiry: Reviewing the validity debate and opening the dialogue. Qualitative Health Re-search, 10, 378-395. Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (204-227). Rowley, MA: Newbury House. Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language lis-tening anxiety. System, 37, 664-675. Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10, 3-31. Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. New York, NY: Routledge. Creswell, J. W. (2003). Educational research: Planning, conducting, and evaluating qualitative and quantitative research. Thousand Oaks, CA: Sage. Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press. Gregersen, T. S. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36, 25-32. Gregersen, T. S., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86, 562-570. Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559-562. Horwitz, E. K. (1996). Even teacher get the blues: Recognizing and alleviating non-native teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29, 365-372. Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43, 154-167. Horwitz, E. K., Horwitz M., & Cope. J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132. Horwitz, E. K., Tallon, M., & Luo, H. (2010). Foreign language anxiety. In J. C. Cassady (Ed.), Anxiety in schools: The causes, conse-quences, and solutions for academic anxieties (95-105). New York: Peter Lang. İpek, H. (2007). Foreign language teaching anxiety. Eskisehir: T.C. Anadolu Üniversitesi Yayınları, No: 1730. Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications. Llurda, E. (2005). Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York, NY: Springer. Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-214. Medgyes, P. (1983). The schizophrenic teacher. ELT Journal, 37, 2-6. Morse, J. (1994). Designing funded qualitative research. In N.K. Denzin & Y. S. Lincoln (Eds.) Handbook of Qualitative Research (220-235). Thousand Oaks, CA: Sage Publications. Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20, 217-239. Pasternak, M., & Bailey, K. M. (2004). Preparing non-native and native English-speaking teachers: Issues of professionalism and profi-ciency. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspective on non-native English-speaking profession-als (155-175). Ann Arbor: University of Michigan Press. Phillips, E. A. (1999). Decreasing language anxiety: Practical techniques for oral activities. In D. Young (Ed.), Affect in foreign lan-guage and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (124-143). Boston: McGraw-Hill. Price, M. J. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications, (101-108). Upper Saddle River, NJ: Prentice Hall. Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession, (283-303). New York: Springer. Reeves, T., & Medgyes, P. (1994). The nonnative English speaking ESL/EFL teacher’s self image: An international survey. System, 22, 353-367. Rodriguez, M., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Mod-ern Language Journal, 87, 365-374. Saito, Y., & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, interme-diate, and advanced-level college students of Japanese. Foreign Language Annals, 29, 239-251. Sandelowski, M. (1993). Rigor or rigor mortis: The problem of rigor in qualitative research revisited. Advances in Nursing Science, 16, 1-8. Wilson, M. (2001). The changing discourse of language study. English Journal, 90, 31-36. Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23, 539-553.
There are 1 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Review Article |
| Authors | |
| Publication Date | May 15, 2019 |
| Acceptance Date | July 24, 2018 |
| Published in Issue | Year 2019 |