Son on yılda yabancı dil öğretim kaygısı üzerine araştırma: Türkçe EFL bağlamında yapılan çalışmaların gözden geçirilmesi

Year 2021, Volume: 4 Issue: 1, 93 - 106, 24.06.2021

Sepide Farhadi

https://doi.org/10.35207/later.891540

Abstract

Kaygı veya anksiyete, genellikle dil öğrenimini ve dil öğretim sürecini etkileyen temel bir faktör olmuştur. Yabancı Dil Öğrenme Kaygısı ile ilgili çok sayıda makale olmasına rağmen, Yabancı Dil Öğretimi Kaygısı ile ilgili çok az sayıda literatür bulunmaktadır. Bu araştırmanın amacı, Türkiye'de son on yılda yapılan Yabancı Dil Öğretimi Kaygısı (FLTA) ile ilgili temel araştırma alanlarını meta sentez yöntemi ile incelemektir. Buna göre FLTA ile ilgili 13 çalışmanın sonuçları konu dışı makaleler çıkarıldıktan sonra, bu çalışmada sunulmuştur. İçerik analizi kullanılarak veriler analiz edilmiş ve benzerlik ve farklılıklara göre çeşitli kodlar değerlendirilmiş ve temalar arasında ayrıştırılmıştır. Seçilen 13 çalışmanın sonuçları 5 temayı ortaya çıkardı: FLTA'nın kaynakları, cinsiyetin FLTA üzerindeki etkisi, öz-yeterlik ve FLTA arasındaki ilişki, yılların deneyimi ile FLTA arasındaki bağlantı ve FLTA düzeyi. Sonuç olarak, ileriye dönük araştırmalar için olası araştırma alanları önerildi.

Keywords

1. Yabancı Dil Öğretimi Kaygısı, 2. Türkçe EFL bağlamı, 3. Meta sentez

Research on Foreign Language Teaching Anxiety in the Last Decade: A Review of Studies in Turkish EFL Context

Abstract

Anxiety has usually been a fundamental factor affecting the language learning as well as the language teaching process. Although there are numerous articles regarding foreign language learning anxiety, there is a scant body of literature about foreign language teaching anxiety (FLTA). The purpose of this research is to explore the main research areas concerning FLTA that are conducted in Turkey within the last decade, through the meta-synthesis method. Accordingly, the results of 13 FLTA-related studies were presented in this study after excluding irrelevant articles. Using content analysis, the data were analyzed. Based on similarities and differences, several codes were evaluated and separated between the themes. The results of the 13 selected studies revealed 5 themes, namely, the sources of FLTA, the impact of gender on FLTA, the relationship between self-efficacy and FLTA, the connection between years of experience and FLTA, and the level of FLTA. Consequently, for prospective research, possible research areas were recommended.

Keywords

teaching anxiety, foreign language, Turkish EFL context, meta-synthesis

References

• Aydin, S. (2016). A Qualitative Research on Foreign Language Teaching Anxiety. Qualitative Report, 21(4), 629- 642.
• Aydin, S., & Ustuk, Ö. (2020). A Descriptive Study on Foreign Language Teaching Anxiety. International Online Journal of Education and Teaching, 7(3), 860-876.
• Bair, C. R. (1999). Meta-synthesis. In annual meeting of the Association for the Study of Higher Education, San Antonio, TX.
• Baltacı H. Ş. (2017) Foreign Language Teaching Anxiety of Language Teachers Pre-service VS. In-service. Conference: 1st International Black Sea Conference on Language and Language EducationAt: Turkey
• Can, D. T. (2018). Foreign language teaching anxiety among pre-service teachers during teaching practicum. International Online Journal of Education and Teaching, 5(3), 579-595.
• Casado, M. A., & Dereshiwsky, M. I. (2001). Foreign Language Anxiety of university students. College Student Journal, 35(4).
• Clément, R. (1980). Ethnicity, contact, and communicative competence in a second language. In H. Giles, W. P. Robinson, & P. M. Smith (Eds.), Language: Social psychological perspectives. Oxford, United Kingdom: Pergamon Press. pp. 147-154
• Eginli, I., & Solhi, M. (2020). Perceived Social Self-Efficacy and Foreign Language Anxiety among Undergraduate English Teacher Candidates: The Case of Turkey. Novitas-ROYAL (Research on Youth and Language), 14(1), 13-24.
• Güngör, F., & Yaylı, D. (2012). Self-efficacy and anxiety perceptions of pre-service EFL teachers. Approaches and Methods in Second and Foreign Language Teaching (227-236). Sarajevo: IBU Publications.
• Han, T., & Tulgar, A. T. (2019). An Analysis of the Pre-Service Teachers' Teaching Anxiety and Coping Strategies: A Turkish Elementary School Context. GIST Education and Learning Research Journal, 19, 49-83.
• Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365-372.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. http://dx.doi.org/10.2307/327317
• İpek, H. (2016). A qualitative study on foreign language teaching anxiety. Eğitimde nitel araştırmalar dergisi, 4(3), 92-105.
• Kesen, A., & Aydın, Z. (2014). Anxiety levels of novice and experienced EFL instructors: İstanbul Aydın University case. Procedia-Social and Behavioral Sciences, 116, 880-883.
• Kunt, N. & Tüm, D.Ö., (2010) Non-native student teachers’ feelings of foreign language anxiety, Procedia Social and Behavioral Sciences 2 (2010) 4672–4676
• MacIntyre, P. D. (1998). Language anxiety: A review of the research for language teachers. In D.J. Young (Ed.), Affect in foreign language and second language learning (pp. 24-45). Boston: McGraw-Hill.
• MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251–275.
• MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language learning, 41(4), 513-534.
• MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305. http://dx.doi.org/10.1111/j.1467 1770.1994.tb01103.x
• Merç, A. (2011). Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80-94.
• Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre-service EFL teachers. The International Journal of Research in Teacher Education, 6(3), 40-58.
• Oxford, R. L. (1999). Anxiety and the language learner: new insights. In J. Arnold (Ed). Affect in language learning. Cambridge: CUP.
• Öztürk, G. (2016). Foreign language teaching anxiety among non-native teachers of English: A sample from Turkey. Sakarya University Journal of Education, 6(3), 54-70.
• Paker, T. (2011). Student teacher anxiety related to the teaching practicum.
• Richards, J. C., & Schmidt, N. (2002). Longman dictionary of language teaching and applied linguistics (3rd edition). Pearson Education Limited, London.
• Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory (Form Y). Palo Alto Consulting Psychological Press
• Stemler, S. (2000). An overview of content analysis. Practical assessment, research, and evaluation, 7(1), 17.
• Tang, X. (2009, February). Qualitative meta-synthesis techniques for analysis of public opinions for in-depth study. In International Conference on Complex Sciences (pp. 2338-2353). Springer, Berlin, Heidelberg.
• Uysal, D., Akalin, T. S., & Güven, M. (2018). Motivational Strategies Used in English Language Teaching: A Meta-Synthesis Study. Online Submission, 5(7), 214-230.
• Walsh, D., Downe, S., 2005. Meta-Synthesis Method for Qualitative Research: A Literature Review. Journal of Advanced Nursing, 50(2), 204-211
• Young, Dolly J. (1991). Creating a low-anxiety classroom environment: what does language anxiety research suggest. The Modern Language Journal, 75(4), 426-439.
• Zhang, L. J. (2001). Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore. RELC Journal, 32(1), 73-94. http://dx.doi.org/10.1177/003368820103200105