Research Article
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Year 2023, Issue: 33, 763 - 779, 26.04.2023
https://doi.org/10.29000/rumelide.1279143

Abstract

References

  • Al-Khasawneh, F. M. (2016). Investigating foreign language learning anxiety: A case of Saudi undergraduate EFL learners. Journal of Language and Linguistic Studies, 12(1), 137-148.
  • Andrade M & Williams, K. (2009) Foreign language anxiety in Japanese EFL university classes: physical, emotional, expressive and verbal reactions. Sophia Junior College Faculty Journal 29, 1–24.
  • Babaee, R. & Yahya, W. R. B. W. (2014). Significance of literature in foreign language teaching. International Education Studies, 7(4), 80-85.
  • Boldan, M. N. (2019). A study on foreign language speaking anxiety of pre-service ELT teachers. Master Thesis, Balıkesir University, Social Sciences Institute, Balıkesir.
  • Bozorgian, H. (2012). The relationship between listening and other language skills in international English language testing system. Theory and Practice in Language Studies, 2(4), 657-663.
  • Browne, M.W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K.A. & Long, J.S. (Ed.) Testing structural equation models (s. 136–162). Newbury Park, CA: Sage.
  • Clinch, J.J. & Keselman, H.J. (1982). Parametric alternatives to the analysis of variance. Journal of Educational Statistics, 7(3), 207–214.
  • Creswell, J. W. & Creswell J. D. (2018). Research design qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
  • Demir, S. (2017). An evaluation of oral language: The relationship between listening, speaking and self-efficacy. Universal Journal of Educational Research, 5(9), 1457-1467
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Eysenck, M. W. (1992). Anxiety: The cognitive perspective. London: Lawrence Erlbaum
  • Foss, K. A. & Reitzel, A. C. (1988). A relational model for managing second language anxiety. TESOL Quarterly, 22(3), 437-454.
  • Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press.
  • Gölpınar, Ş., Hamzadayı, E. & Bayat, N. (2018). Konuşma kaygı düzeyi ile konuşma başarımı arasındaki ilişki. Dil Eğitimi ve Araştırmaları Dergisi, 4(2), 75-85.
  • Gopang, I. B., Bughio, F. A. & Pathan, H. (2015). Investigating foreign language learning anxiety among students learning English in a public sector university, Pakistan. The Malaysian Online Journal of Educational Science, Vol 3(4), pp 27-387.
  • Hooper, D., Coughlan, J. & Mullen, M. R. (2008). Equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hu, L T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Hussy, W., Schreier, M. & Echterhoff, G. (2013). Forschungsmethoden in Psychologie und sozialwissenschaften-für Bachelor. Springer-Verlag.
  • Ivankova, N. V., Creswell, J. W. & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field methods, 18(1), 3-20.
  • Knappertsbusch, F., Langfeldt, B. & Kelle, U. (2021). Mixed-Methods and Multimethod Research. In Soziologie-Sociology in the German-Speaking World (pp. 261-272). De Gruyter Oldenbourg.
  • Lance, C. E., Butts, M. M. & Michels, L. C. (2006). The sources of four commonly reported cutoff criteria: What did they really say?. Organizational research methods, 9(2), 202-220.
  • Leary, M. R. (2001). Social anxiety as an early warning system: A refinement and extension of the self-presentation theory of social anxiety. In S. G. Hofmann & P. M. DiBartolo (Eds.), From social anxiety to social phobia: Multiple perspectives (pp. 321–334). Allyn & Bacon.
  • Merriam, S. B. & Tisdell, E. J (2016). Qualitative research: A guide to design and implementation. San Francisco: Jossey Bass.
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
  • Naudhani, M, Wu, Z. & Naudhani, S. (2018). Exploring the factors of foreign language anxiety among Chinese undergraduate English majors and non-English major. International Journal of English Linguistics, 8(5), 142-150.
  • Nerlicki, K. (2011). Lernerreflexionen im Blickpunkt. Polnische Germanistikstudentenüber ihre fremdsprachlichen Lern- und Kommunikationserfahrungen. Hamburg: Dr. Kovac Verlag.
  • Peters, J. H. & Dörfler, T. (2014). Abschlussarbeiten in der Psychologie und den Sozialwissenschaften: Planen, Durchführen und Auswerten. Pearson.
  • Rahmat, N. H. (2019). Cycle of fear in learning: The case for three language skills. American Journal of Social Sciences and Humanities, 4(1), 151-162.
  • Rost, M. (1994). Introducing listening. London: Penguin Group.
  • Şahin Toptaş, A. & Koçak, M. (2021). Almanca konuşma kaygısı ölçeği: Geçerlik ve güvenirlik analizi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi, 8(2), 711-724.
  • Schlenker, B. R. & Leary, M. R. (1982). Social anxiety and self-presentation: A conceptualization model. Psychological Bulletin, 92(3), 641–669. https://doi.org/10.1037/0033-2909.92.3.641
  • Shabani, M. B. (2012). Levels and sources of language anxiety and fear of negative evaluation among Iranian efl learners. Theory and Practice in Language Studies, 2(1), 2378-2838.
  • Spitzer, M. (2002). Lernen: Gehirnforschung und die Schule des Lebens, Korrigierter Nachdruck 2003. Heidelberg, Berlin: Akad. Verlag.
  • Strohner, H. (2006). Kommunikation: kognitive Grundlagen und praktische Anwendungen. Göttingen: Vandenhoeck und Ruprecht Verlag.
  • Tan, W. Y. (1982). Sampling distributions and robustness of t, F and variance ratio in two samples and ANOVA models with respect to departure from normality. Communications in Statistics: Theory and Methods, 11(7), 731-750.
  • Tomarken, A. J. & Serlin, R. C. (1986). Comparison of ANOVA alternatives under variance heterogeneity and specific noncentrality structures. Psychological Bulletin, 99(1), 90-99.
  • Tutula, A. (2006). Language Anxiety and classroom dynamics: A study of the adult beginner. Bielsko-Biala, Poland: Wydawnictwo ATH.
  • Yılmaz, D. & Sakarya Maden, S. (2016). Dil öğrenim sürecinde Almanca öğretmen adaylarının kaygı tutumlarına ilişkin bir araştırma. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 201-211.

Learning German as a foreign language: The impact of grammar on German-speaking anxiety

Year 2023, Issue: 33, 763 - 779, 26.04.2023
https://doi.org/10.29000/rumelide.1279143

Abstract

It is known that many innovative studies have been carried out on materials, approaches and methods in Foreign Language Teaching thanks to recent technological advances and the update in the Common European Framework of Reference for Languages, learning, teaching, Assessment in recent years. However, there are other important factors that affect the process of language teaching and learning. These factors can be listed as readiness, awareness, motivation and anxiety. In particular, the fact that motivation and anxiety manifest themselves in a dinstinct fashion in all four skills can cause learning problems. The study attempts to explore speaking anxiety in general, and the effect of grammar on this kind of anxiety in particular. The test group of the study consists of students who learn German as a Foreign Language, and study in a German Language and Literature program. In conclusion, the effect of the knowledge of the mother tongue as well as the knowledge of the German language on the anxiety involved in speaking a foreign language is explained, and the importance of the mother tongue especially in the foreign language learning process is emphasized. In the light of all these clarifications, it can be said that grammar is very effective in speaking skills, and that the lack of grammar is a factor that increases speaking anxiety.

References

  • Al-Khasawneh, F. M. (2016). Investigating foreign language learning anxiety: A case of Saudi undergraduate EFL learners. Journal of Language and Linguistic Studies, 12(1), 137-148.
  • Andrade M & Williams, K. (2009) Foreign language anxiety in Japanese EFL university classes: physical, emotional, expressive and verbal reactions. Sophia Junior College Faculty Journal 29, 1–24.
  • Babaee, R. & Yahya, W. R. B. W. (2014). Significance of literature in foreign language teaching. International Education Studies, 7(4), 80-85.
  • Boldan, M. N. (2019). A study on foreign language speaking anxiety of pre-service ELT teachers. Master Thesis, Balıkesir University, Social Sciences Institute, Balıkesir.
  • Bozorgian, H. (2012). The relationship between listening and other language skills in international English language testing system. Theory and Practice in Language Studies, 2(4), 657-663.
  • Browne, M.W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K.A. & Long, J.S. (Ed.) Testing structural equation models (s. 136–162). Newbury Park, CA: Sage.
  • Clinch, J.J. & Keselman, H.J. (1982). Parametric alternatives to the analysis of variance. Journal of Educational Statistics, 7(3), 207–214.
  • Creswell, J. W. & Creswell J. D. (2018). Research design qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
  • Demir, S. (2017). An evaluation of oral language: The relationship between listening, speaking and self-efficacy. Universal Journal of Educational Research, 5(9), 1457-1467
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Eysenck, M. W. (1992). Anxiety: The cognitive perspective. London: Lawrence Erlbaum
  • Foss, K. A. & Reitzel, A. C. (1988). A relational model for managing second language anxiety. TESOL Quarterly, 22(3), 437-454.
  • Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press.
  • Gölpınar, Ş., Hamzadayı, E. & Bayat, N. (2018). Konuşma kaygı düzeyi ile konuşma başarımı arasındaki ilişki. Dil Eğitimi ve Araştırmaları Dergisi, 4(2), 75-85.
  • Gopang, I. B., Bughio, F. A. & Pathan, H. (2015). Investigating foreign language learning anxiety among students learning English in a public sector university, Pakistan. The Malaysian Online Journal of Educational Science, Vol 3(4), pp 27-387.
  • Hooper, D., Coughlan, J. & Mullen, M. R. (2008). Equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hu, L T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Hussy, W., Schreier, M. & Echterhoff, G. (2013). Forschungsmethoden in Psychologie und sozialwissenschaften-für Bachelor. Springer-Verlag.
  • Ivankova, N. V., Creswell, J. W. & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field methods, 18(1), 3-20.
  • Knappertsbusch, F., Langfeldt, B. & Kelle, U. (2021). Mixed-Methods and Multimethod Research. In Soziologie-Sociology in the German-Speaking World (pp. 261-272). De Gruyter Oldenbourg.
  • Lance, C. E., Butts, M. M. & Michels, L. C. (2006). The sources of four commonly reported cutoff criteria: What did they really say?. Organizational research methods, 9(2), 202-220.
  • Leary, M. R. (2001). Social anxiety as an early warning system: A refinement and extension of the self-presentation theory of social anxiety. In S. G. Hofmann & P. M. DiBartolo (Eds.), From social anxiety to social phobia: Multiple perspectives (pp. 321–334). Allyn & Bacon.
  • Merriam, S. B. & Tisdell, E. J (2016). Qualitative research: A guide to design and implementation. San Francisco: Jossey Bass.
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
  • Naudhani, M, Wu, Z. & Naudhani, S. (2018). Exploring the factors of foreign language anxiety among Chinese undergraduate English majors and non-English major. International Journal of English Linguistics, 8(5), 142-150.
  • Nerlicki, K. (2011). Lernerreflexionen im Blickpunkt. Polnische Germanistikstudentenüber ihre fremdsprachlichen Lern- und Kommunikationserfahrungen. Hamburg: Dr. Kovac Verlag.
  • Peters, J. H. & Dörfler, T. (2014). Abschlussarbeiten in der Psychologie und den Sozialwissenschaften: Planen, Durchführen und Auswerten. Pearson.
  • Rahmat, N. H. (2019). Cycle of fear in learning: The case for three language skills. American Journal of Social Sciences and Humanities, 4(1), 151-162.
  • Rost, M. (1994). Introducing listening. London: Penguin Group.
  • Şahin Toptaş, A. & Koçak, M. (2021). Almanca konuşma kaygısı ölçeği: Geçerlik ve güvenirlik analizi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi, 8(2), 711-724.
  • Schlenker, B. R. & Leary, M. R. (1982). Social anxiety and self-presentation: A conceptualization model. Psychological Bulletin, 92(3), 641–669. https://doi.org/10.1037/0033-2909.92.3.641
  • Shabani, M. B. (2012). Levels and sources of language anxiety and fear of negative evaluation among Iranian efl learners. Theory and Practice in Language Studies, 2(1), 2378-2838.
  • Spitzer, M. (2002). Lernen: Gehirnforschung und die Schule des Lebens, Korrigierter Nachdruck 2003. Heidelberg, Berlin: Akad. Verlag.
  • Strohner, H. (2006). Kommunikation: kognitive Grundlagen und praktische Anwendungen. Göttingen: Vandenhoeck und Ruprecht Verlag.
  • Tan, W. Y. (1982). Sampling distributions and robustness of t, F and variance ratio in two samples and ANOVA models with respect to departure from normality. Communications in Statistics: Theory and Methods, 11(7), 731-750.
  • Tomarken, A. J. & Serlin, R. C. (1986). Comparison of ANOVA alternatives under variance heterogeneity and specific noncentrality structures. Psychological Bulletin, 99(1), 90-99.
  • Tutula, A. (2006). Language Anxiety and classroom dynamics: A study of the adult beginner. Bielsko-Biala, Poland: Wydawnictwo ATH.
  • Yılmaz, D. & Sakarya Maden, S. (2016). Dil öğrenim sürecinde Almanca öğretmen adaylarının kaygı tutumlarına ilişkin bir araştırma. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 201-211.
There are 38 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section World languages, cultures and litertures
Authors

Erkan Zengin This is me 0000-0002-3306-839X

Aygül Şahin Toptaş This is me 0000-0002-8468-1688

Publication Date April 26, 2023
Published in Issue Year 2023 Issue: 33

Cite

APA Zengin, E., & Şahin Toptaş, A. (2023). Learning German as a foreign language: The impact of grammar on German-speaking anxiety. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(33), 763-779. https://doi.org/10.29000/rumelide.1279143