Yabancı dil sınıflarında İngilizce konuşma kaygısı üzerine bir derleme çalışması

Öz

Bu çalışma, temel olarak yabancı dil olarak İngilizce öğrenen öğrencilerin konuşma kaygısının mevcut durumunun bazı değişkenler açısından tartışmayı amaçlayan bir derlemedir. Farklı veri tabanlarında indekslenen dergiler taranmış ve inceleme için 59 çalışma seçilmiştir. Bulgular konuşma kaygısı üzerine yapılan çalışma sayısının son on yılda artmakta olduğunu ortaya koymaktadır. Bulgular, Türkiye'deki öğretmenler, kurumlar, program geliştiriciler ve öğrencilerden oluşan tüm paydaşlar için Türkiye'deki yabancı dil olarak İngilizce öğrenen öğrencilerin konuşma kaygısı konusunda önemli bilgiler vermektedir. Konuşma kaygısının en çok bildirilen nedenleri, öğrencilerin hata yapma ve başkalarıyla kıyaslanma korkusu, yeterlilik düzeyleri ve cinsiyet türleridir. Bu çalışmanın amacı (a) çalışmaların katılımcı seçim sürecini (b) yabancı dil olarak İngilizce öğretimi sınıflarında konuşma kaygısının temel nedenlerini (c) yeterlilik düzeyi, İngilizce öğrenme geçmişi ve cinsiyet de dâhil olmak üzere bazı değişkenlere göre bir fark olup olmadığını (d) katılımcıların konuşma kaygısı açısından kendilerini nasıl algıladıkları bulmaktır. Herhangi bir dilde iletişim kurmak için kullanılan dört beceriden biri konuşma becerisi olduğu için, bu sorulara çözüm bulmak ve yabancı dil olarak İngilizce öğrenen öğrencilerin konuşma becerilerinin gelişimini sağlamak gerçekten önemlidir. Bu yazının kurumlara, araştırmacılara, öğrencilere, öğretmenlere ve müfredat tasarımcılarına yabancı dil sınıflarında konuşma kaygısı konusunda farkındalık kazanmaları ve öğrenmeyi geliştirmeye yardımcı olan sınıflarda daha rahat bir ortam yaratmalarına yardımcı olacağına inanılmaktadır.

Anahtar Kelimeler

• İkinci/yabancı dil olarak İngilizce öğrenme
• konuşma kaygısı
• sistematik derleme

A growing dilemma: English speaking anxiety-in-EFL classrooms: A review of research

Abstract

The current study aims to discuss the current situation of research on speaking anxiety of EFL learners through some variables. The journals indexed in various databases were searched and 59 studies were selected for the review by considering (a) the participant selection process of the studies (b) the main causes of speaking anxiety in EFL classrooms (c) whether there is any difference according to some variables including level of proficiency, gender, and English learning background (d) how the participants perceive themselves in terms of speaking anxiety. It was found that the number of studies on speaking anxiety has been on the increase in the last decade. When it comes to the causes of speaking anxiety in the bunch of studies, the foremost and most reported cause of speaking anxiety is learners’ fear of making mistakes, being compared by others, proficiency level and gender type. As speaking one of the four skills to communicate in any language, it is important to find solutions to these questions and enhance the development of the EFL learners’ speaking skills. The findings yield important insights on Turkish EFL learners speaking anxiety in English for all the stakeholders ranging from teachers and learners. In addition, it is hoped that, from the sociological perspective, this paper will pave a way to rethink and criticize the local context in countries which do not include oral exams in their national standardized testing system and mandate receptive skills.

Keywords

• English as a foreign/second language
• language learning
• speaking anxiety
• systematic review

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