Ya bir filolog İngilizce öğretmeni olursa? Yabancı dil öğretimi kaygısına ilişkin bir vaka incelemesi

Year 2020, Issue: 19, 701 - 712, 21.06.2020

Semin Kazazoğlu

https://doi.org/10.29000/rumelide.752773

Cited By: 1

Abstract

Bu çalışma, Türkiye'deki bir devlet üniversitesinde pedagojik formasyon sertifika programına kayıtlı olan İngiliz Dili ve Edebiyatı (ELL) son sınıf öğrencilerinin öğretim kaygısını etkileyen faktörleri ve kaygıyı azaltma stratejilerini araştırmayı amaçlamaktadır. Ayrıca, pedagojik formasyon programından sorumlu olan 9 uygulama öğretmeni çalışmaya katkıda bulunmuştur. Çalışma grubunun öğretim deneyimi 10 hafta sürmüştür ve uygulama öğretmenlerinin görüşlerine göre adaylar, bir çok öğretim becerisini kazanmıştır. Diğer taraftan, kaygı, öğretim sürecini olumsuz etkileyen bir durum olarak tanımlanmıştır. Bu çalışmada, araştırmacı İngiliz dili ve edebiyatı son sınıf öğrencilerini aday öğretmenler olarak adlandırmıştır. Araştırmada kullanılan araçlar; öğretmen adaylarının günlükleri, mikro öğretim videoları ve açık uçlu mülakat sorularıdır. Veri toplama sürecinde, araştırmacı kategorileri belirlemek ve belirleyici kategorilere örnek sayısını hesaplamak için 'içerik analizi' uygulamıştır (Silverman, 2000). Daha sonra, her kategori tekrarlanan konuşma birimlerine göre adlandırılmıştır. Hem aday öğretmenlerden hem de uygulama öğretmenlerinden kaygı uyandıran faktörleri ve başa çıkma stratejilerini tanımlamaları istenmiştir. Araştırma sonuçları, hem aday öğretmenlerin hem de uygulama öğretmenlerinin yabancı dil öğretimi kaygısına ilişkin ortak inanışlara sahip olduğunu ortaya koymuştur. Buna göre, her iki grup da deneyim eksikliğinin kaygıya neden olan bir faktör olduğunu ileri sürmüştür. Bunun dışında, uygulama öğretmenleri yabancı dil öğretimi kaygısını, kişilik özellikleri ve yetersiz akademik başarı ile ilişkilendirmiştir. Araştırmanın bulgularına göre, öğretmen adaylarının yabancı dil öğretimi kaygısı; sınıf yönetimi, toplum içinde konuşma kaygısı, olumsuz değerlendirilme korkusu, öğrenciler tarafından gözlemlenme ve deneyim eksikliği olmak üzere 5 başlık altında sunulmuştur.

Keywords

İngiliz dili ve edebiyatı öğrencileri, aday öğretmenler, pedagojik formasyon, yabancı dil öğretimi kaygısı

What if an English philologist becomes a teacher? A case study on foreign language teaching anxiety (FLTA)

Abstract

This study aims to find out the factors affecting ELL (English Language and Literature) senior students’ foreign language teaching anxiety and reducing-strategies. The participants were ELL senior students (n=50) who were enrolled in the pedagogical formation certificate program at a state university in Turkey. Additionally, mentors of the study group (n=9) contributed to the research comparatively. The ELL seniors’ teaching experience lasted 10 weeks and they grasped most of the teaching skills as their mentors suggested. Nevertheless, one of the phenomena was the dead hand of something which is called anxiety. In this study, the researcher referred to ELL senior students as prospective teachers. The instruments involve prospective teachers’ diaries, micro-teaching videos, and open-ended interview questions. In the data collection process, the researcher has employed ‘content analysis’ to determine the categories and calculate the number of instances into the determining categories (Silverman, 2000). Then, each category was named according to the repeated units of speech. Both the prospective teachers and their mentors were asked to describe the anxiety-provoking factors and coping strategies. The results revealed that both prospective teachers and their mentors share some of the common beliefs on FLTA (Foreign Language Teaching Anxiety). That is, both of them put forward that lack of experience is a factor that causes anxiety. Apart from this, mentors associated foreign language teaching anxiety with personality traits and academic inefficacy. According to the findings of the study, the prospective teachers’ foreign language teaching anxiety is presented under 5 headings as follows; classroom management, public speaking anxiety, fear of negative evaluation, being observed by the students, and lack of experience.

Keywords

ELLs, prospective teachers, pedagogical formation, foreign language teaching anxiety

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