Üniversite Öğrencilerinin Sınıf Ortamında Yabancı Dil Konuşma Kaygısı Üzerine Nitel Bir Çalışma

Öz

Bu çalışmanın amacı öğrencilerin görüş ve deneyimlerinden yararlanarak, sınıf içerisinde yabancı dil konuşma kaygısının sebeplerini anlamaya çalışmak ve bu süreçte öğrencilerin yabancı dil konuşurken yaşadıkları problemlerin sebeplerini ortaya çıkarmaktır.  Çalışma, nitel araştırma desenlerinden fenomenoloji deseni kullanılarak gerçekleştirilmiştir. Çalışmanın katılımcılarını, Muğla Sıtkı Koçman Üniversitesi Turizm Fakültesi öğrencilerinden Mesleki İngilizce dersi alan 13 3. sınıf öğrencisi oluşturmaktadır. Çalışmada, verilerin toplanması amacıyla nitel görüşme tekniğinden yararlanılmıştır. Verilerin analizinde NVivo 11 programı kullanılmış ve çalışmada elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırmadan elde edilen sonuçlara göre, araştırmaya katılan öğrencilerin neredeyse tamamının sınıf içerisinde yabancı dil konuşma kaygısı yaşadıkları belirlenmiştir. Ayrıca, araştırmada öğrencilerin yabancı dil konuşma kaygısı yaşamalarının nedenleri, bu kaygının sınıf içi performanslarına yansımaları, kaygı anında hissettiklerine ilişkin görüşleri belirlenmiş ve bu konuya ilişkin önerilerde bulunulmuştur. 

Anahtar Kelimeler

• Yabancı dil,Konuşma kaygısı,Üniversite öğrencileri

A Qualitative Study on University Students’ Foreign Language Speaking Anxiety in the Classroom Environment

Öz

The purpose of this study is to understand the reasons of students’ foreign language speaking anxiety in classroom and also reveal the reasons of problems students experience when they speak foreign language by considering the opinions and experiences of students. The study was conducted by using phenomenology design, one of the qualitative research designs. The participants of the study consisted of 13 3^rd grade students who were taking the Professional English course and studying in the Tourism Faculty of Muğla Sıtkı Koçman University. Besides, in order to collect data, qualitative interview technique was applied. Moreover, for the analysis of the data, Nvivo 11 program was used and the data was analyzed through content analysis technique. According to the results obtained from the study, it was identified that nearly all the participant students experienced foreign language anxiety in classroom. In addition, the reasons why students experienced foreign language speaking anxiety, the reflections of this anxiety into their in-classroom performances, students’ opinions about their feelings during anxiety condition were determined and some recommendations about this subject matter were maintained. 

Anahtar Kelimeler

• Foreign language,Speaking anxiety,University students

Kaynakça

1. Agbalizu, M.U.N. (2006). How Does Anxiety affect Performance in a Foreign Language. The Institute of Education of The British University in Dubai.
2. Alsowat, H. (2016). Foreign language anxiety in higher education: A practical framework for reducing FLA. European Scientific Journal, 12 (7), 193-220.
3. Arnaiz, P. ve Guillén, F. (2012). Foreign language anxiety in a Spanish university setting: Interpersonal differences. Revista de Psicodidáctica, 17 (1), 5-26.
4. Attia, S. S. (2015). Foreign language anxiety: Perceptions and attitudes in the Egyptian ESL classroom (Unpublished Master’s Thesis). The American University in Cairo, Department of Applied Linguistics, USA.
5. Awan, R. N., Azher, M., Anwar, M. N. ve Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students achievement. Journal of College Teaching ve Learning, 7 (11), 33-40.
6. Aydın, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21 (4), 629-642.
7. Aydın, S. ve Zengin, B. (2008). Anxiety in foreign language learning: A review of literature: The Journal of Language and Linguistic Studies, 4 (1), 81 – 94.
8. Baş, G. (2014). Lise öğrencilerinde yabancı dil öğrenme kaygısı: Nitel bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 36 (2), 101-119

9. Cattell, R. B. and Scheier, I. H. (1963). Handbook for the IPAT anxiety scale (2nd ed.). Champaign, IL: Institute for Personality and Ability Testing.
10. Chan, D.Y. ve Wu, G. (2004). A Study of foreign language anxiety of EFL elementary school students in Taipei country. Journal of National Taipei Teachers College, 17 (2), 287-320.
11. Chen, Y. (2015). ESL students' language anxiety in in-class oral presentations. (Unpublished Master’s Thesis). Marshall University, USA.
12. Cheng, Y. (2001). Learners’ beliefs and second language anxiety. Concentric: Studies in English Literature and Linguistics, 27 (2), 75-90.
13. Çakıcı, D. (2015). Foreign language anxiety of prospective English language. International Journal of Languages’ Education and Teaching, 495-507.
14. Çubukçu, F. (2008). A study on the correlation between self efficacy and foreign language learning anxiety. Egitimde Kuram ve Uygulama (Journal of Theory and Practice in Education), 4 (1), 148-158.
15. Debreli, E. ve Demirkan, S. (2016). Sources and levels of foreign language speaking anxiety of English as a foreign language university students with regard to language proficiency and gender. International Journal of English Language Education, 4 (1), 49-62.
16. Demir, H. (2015). Anxiety factors in learning English as a foreign language: Case of Turkish students learning English in Georgia. (Unpublished Doctoral Dissertation). International Black Sea Unıversity Faculty Of Education And Humanities, Tbilisi, Georgia.
17. Er, S. (2015). Foreign language learning anxiety of Turkish children at different ages. International Online Journal of Education and Teaching (IOJET), 2 (2). 68-78.
18. Ergür, O.D. (2004). Yabancı dil öğrenimi sürecinde kaygı (Anxiety during the process of foreign language learning). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 48-53.
19. Gopang, I. B., Bughio, F. A. ve 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, 3 (4), 27-37.
20. Güngör, F. ve Yaylı, D. (2012). Self-efficacy and anxiety perceptions of pre-service EFL teachers. In A. Akbarov ve V. Cook (Eds.), Approaches and Methods in Second and Foreign Language Teaching (227-236). Sarajevo: IBU Publications.
21. Horwitz, E. K., Horwitz, M. B. ve Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (29), 125-132.
22. Hu, L. ve Wang, N. (2014). Anxiety in foreign language learning. International Conference on Global Economy, Commerce and Service Science (GECSS 2014). Atlantis Press.
23. Huang, Q. (2012). Study on Correlation of Foreign Language Anxiety and English Reading Anxiety. Theory and Practice in Language Studies, 2 (7), 1520-1525.
24. Kahyalar Gürsoy, S. (2016). Foreign language anxiety among EFL university students and their deductive/ inductive learning style preferences. International Journal of Language Academy, 4 (1), 72-87.
25. Khaidzir, M.F.S. (2015). Investigating foreign language anxiety among Thai students learning English as a foreign language. Journal of Education and Social Sciences, 1 (June), 62-71.
26. Landström, P. (2015). Foreign language anxiety among Chinese senior middle school students (English III: Degree Project). Karlstads Universitet, Sweden.
27. Liu, M. ve Zhang, X. (2013). An investigation of Chinese University students’ foreign language anxiety and English learning motivation. English Linguistics Research, 2 (1), 1-13.
28. Luo, H. (2014) Foreign Language Speaking Anxiety: A Study of Chinese Language Learners Northwestern University.
29. Lucas, R. I, Miraflores, E. ve Go, D. (2011). English language learning anxiety among foreign language learners in the Philippines. Philippine ESL Journal, 7, 94-118.
30. Marwan, A. (2008). The exploration of factors triggering foreign language anxiety: learners’ voice. TEFLIN Journal, 19 (2 ), 119-126.
31. Masuda, C. (2010). Causes and effects of foreign language classroom anxiety: A case study of learners of Japanese in the United States (A Terminal Project). University of Oregon, USA.
32. Merç, A. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2 (4), 80-94.
33. Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish Pre-service EFL teachers (İngilizce öğretmen adaylarının yabancı dil öğretme kaygısı ve öz yeterlik inançları). The International Journal of Research in Teacher Education, 6 (3), 40-58.
34. Mitchell, R.; Myles, F. (2004). Second language learning theories. Second edition. London: Hodder Arnold.
35. Occhipinti, A. (2009). Foreign language anxiety in in-class speaking activities: Two learning contexts in comparison (Unpublished Master’s Thesis). The University of Oslo, The Department of Literature, Norway.
36. Okada, N. (2015). Foreign language anxiety among Japanese international students in the U.S. (Unpublished Master’s Thesis). Western Kentucky University, The Faculty of the College of Education and Behavioral Sciences, Kentucky, USA.
37. Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz ve D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 101-108). Englewood Cliffs, NJ: Prentice Hall.
38. Riasati, M. J. (2011). Language learning anxiety from EFL learners’ perspective. Middle-East Journal of Scientific Research, 7 (6), 907-914.
39. Rouhani, A. (2008). An investigation into emotional ıntelligence, foreign language anxiety and empathy through a cognitive-affective course in an EFL context. Linguistik online, 34 (2), 41-57.
40. Smith, B. ve Schroth, T. (2014). Anxiety in the foreign language classroom. Academic Exchange Quarterly Winter, 18 (1).
41. Spielberger, C.D. (1983). Manual for the state-trait anxiety inventory. Palo Alto, California: Consulting Psychological Press,.
42. Stainberg, F.S., Horwitz, E.K. (1986) The Effect of Induced Anxiety on the Denotative and Interpretive Content of Second Language Speech, TESOL Quarterly Vol. 20, No. 1 (Mar., 1986), pp. 131-136
43. Şakrak, G. (2009). The Relationship between emotional ıntelligence and foreign language anxiety in Turkish EFL students. (Unpublished Master’s Thesis). Bilkent University, Ankara, Turkey.
44. Şener, S. (2015). Foreign language learning anxiety and achievement: A case study of the students studying at Çanakkale Onsekiz Mart University. Turkish Studies International Periodical For The Languages, Literature and History of Turkish or Turkic, 10 (3), 875-890.
45. Trang,T., Moni, K. ve Baldauf, R.B. (2012). Foreign language anxiety and its effects on students’ determination to study English: To abandon or not to abandon. TESOL in Context, Special Edition (3), 1-14.
46. Tóth, Z. (2008). A foreign language anxiety scale for Hungarian learners of English. Working Papers in Language Pedagogy (WoPaLP), 2, 55-78.
47. Tóth, Z. (2012). Foreign language anxiety and oral performance: Differences between high- vs. low-anxious EFL students. US-China Foreign Language, 10 (5), 1166-1178.
48. Williams, K. E. ve Andrade, M. R. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5 (2), 181-191.
49. Wu, H. J. (2008). Anxiety and reading comprehension performance in English as a foreign language. Asian EFL Journal, 13 (2), 273- 307.
50. Yıldırım, S. (2007). Foreign language anxiety: Listening and speaking. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9 (3), 178-206.
51. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes (Unpublished Masters Thesis). Bilkent University, The Institute of Economics and Social Sciences, Ankara.