ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS' AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES

Abdullah Coşkun

doi:10.11616/basbed.vi.455264

ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS' AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES

Öz

This study aims to reveal the affective features of secondary school English as a Foreign Language (EFL) students and to investigate whether their affective features differ in terms of the variables of gender and the frequency of parental help with their children's English class. Also, the relationship among the dimensions of affective features was explored. In the 5th, 6th, 7th and 8th grades of four different state secondary schools in Bolu, Turkey, 1019 students took part in this quantitative study. The data was collected by means of a Likert-type questionnaire, and the data was analyzed using the Statistical Package for the Social Sciences (SPSS) 23. The results indicate that students' motivation to learn the language is high in the context of this research study while their foreign language anxiety level is low. It was also found that their affective features show variation depending on the variables of gender and the frequency of parental help with their children's English class. Moreover, a negative correlation was revealed between motivation and foreign language anxiety. Therefore, it is suggested that activities which increase young learners' foreign language learning motivation as well as decrease their anxiety should be implemented

Anahtar Kelimeler

Duyuşsal Özellikler,Motivasyon,Kaygı,Yabancı Dil Olarak İngilizce

Kaynakça

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168.
Akçay, A., Ferzan B.T., & Arıkan A. (2015). Reasons behind young learners' learning of foreign languages. International Journal of Language Academy, 3(2), 56-68.
Al-Bustan, S. A., & Al-Bustan, L. (2009). Investigating students attitudes and preferences towards learning English at Kuwait university. College Student Journal, 43(2), 454-463.
Andreou, E., Vlachos, F. & Andreou, G. (2006). Approaches to studying among Greek university students: The impact of gender, age, academic discipline and handedness. Educational Research, 48(3), 301-311.
Aslan, O. (2009). The role of gender and language learning strategies in learning English. Master thesis. Available at http://etd.lib.metu.edu.tr /upload/ 12611098/index.pdf.
Arnold, J. (2000). Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Batumlu, D. Z., & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University School of Foreign Languages preparatory students. Journal of Theory and Practice in Education, 3(1), 24-38.
Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37(2), 273-284.

Brown, H. D. (1994). Principles of Language Learning and Teaching (3rd ed.), New Jersey: Prentice-Hall, Inc.
Burden, P. (2004). An examination of attitude change towards the use of Japanese in a university English ‘conversation’ class. RELC, 35(1), 21-36.
Burstall, C. (1975). Factors affecting foreign-language learning: A consideration of some relevant research findings, Language Teaching and Linguistic Abstracts, 8, 5-125.
Carr, J., & Pauwels. A. (2006). Boys and foreign language learning: Real boys don’t do languages. New York: Palgrave MacMillan.
Christenson, S.L. & Reschly, A.M. (2010). Handbook of School Family Partnership. New York: Routldge Madison Ave.
Clark, C., & Hawkins, L. (2010). Young people’s reading: The importance of the home environment family support. National Literacy Trust, 1-32.
Cooper, T. C., & Maloof, V. M. (1999). Parent involvement in teaching elementary-level Chinese, Japanese, and Korean. Journal of Educational Research, 92(3), 176-183.
Csizér, K., & Dörnyei, Z. (2005). Language learners' motivational profiles and their motivated learning behaviour. Language Learning, 55(4), 613-659.
Çelik, S., & Erbay, Ş. (2013). Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features? Education and Science, 38(167), 336-351.
De Bot, K., Lowie, W., and Verspoor, M. (2005). Second Language Acquisition, an advanced resource book. London: Routledge.
Dörnyei, Z. (2001). Teaching and Researching Motivation. England: Pearson Education Limited.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes, and globalization: A Hungarian perspective. Clevedon, UK: Multilingual Matters.
Ehrman, M. E. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330.
Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press.
Epstein, J. L., & Sanders, M. G. (2000). Connecting home, school, and community: New directions for social research. In M. T. Hallinan (Ed.), Handbook of the sociology of education (pp. 285-306). New York, NY: Kluwer Academic/Plenum Publishers.
Epstein, J. L. (1995). School, family, community partnerships: Caring about the children we share. Phi Delta Kappan, 76(9), 701-712.
Erdem, A. R., & Şimşek, N. (2009). İlköğretim okulu yöneticilerinin eğitim öğretime katkı sağlamada öğrenci velilerini okula çekme başarısı. İlköğretim Online, 8(2), 357-378.
Ezzi, N. A. (2012). Foreign Language anxiety and the young learners: Challenges ahead. Rethinking English Language Teaching: Proceedings of the 17th TESOL Arabia Conference, 16, 56-62.
Fakeye, D. (2010). Students’ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria. Journal of Social Sciences, 22(3), 205-211.
Feuerstein, R. (1990). The theory of structural modifiability. In B. Presseisen (Ed.), Learning thinking styles: Classroom interaction. Washington, DC: National Education Association.
Gao, X. (2006) Strategies Used by Chinese Parents to Support English Language Learning. RELC, 37(3), 285-298.
Gardner, R.C. (1985). Social Psychology and Second Language Learning: The role of attitudes and motivation, Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. MA: Newbury House.
Gardner, R. C., Lalonde, R. N., Moorcroft, R., & 98 Evers, E T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6, 29-47.
Gardner, R. C., Day, B., & MacIntyre, P. D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14, 197-214.
Gargalianou, V., Muehlfeld, K., Urbig, D., & van Witteloostuijn, A. (2015). The effects of gender and personality on foreign language anxiety among adult multilinguals. Universitätsbibliothek Wuppertal, University Library.
Ghazvini, S. D., & Khajehpour, M. (2011). Attitudes and motivation in learning English as a second language in high school students. Procedia Social and Behavioral Sciences, 15, 1209-1213.
Graham W. Ronald (1990), Gender Differences In Intelligence Personality And Primary Mental Abilities Among Irish Children, PhD thesis, University of Ulster, Northern Ireland.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use. Second Language Studies, 20(2), 29-70.
Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
Henrich, C. & Gadaire, D. (2008). Head Start and parental involvement. Infants and Young Children, 21(1), 56-69.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Hosseinpour, V., Sherkatolabbasi, M., & Yarahmadi, M. (2015). The Impact of Parents’ Involvement in and Attitude toward Their Children’s Foreign Language Programs for Learning English. International Journal of Applied Linguistics and English Literature, 4(4), 175-185,
İnal, S., Evin, İ., & Saracaloğlu, A. S. (2005). The relation between students’ attitudes toward foreign language achievement. Dil Dergisi, 130, 38-52.
Kachru, B. B. (1990). The Alchemy of English: The Spread, Functions, and Models of Non-native Englishes. Oxford: Illini Books.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Krashen, S. (1985). The Input Hypothesis. Oxford: Pergamon Press.
Krashen, S., & Terrel, T. (1983). The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon Press.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117.
Meece, J. L., Glienke, B. B., & Samantha, B. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.
Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34, 194- 210.
National Ministry of Education. (2013). Retrieved from http://ttkb.meb.gov.tr/www/guncellenen-ogretim-programlari/icerik/151
Nikolov, M. (2000). The critical period hypothesis reconsidered: Successful adult learners of Hungarian and English. International Review of Applied Linguistics in Language Teaching, 38(2), 109-124.
Ning, H., (2010). On gender difference in English language and its causes. Asian Social Science, 6, 126-130.
Noels, K.A., Clément, R., & Pelletier, L.G. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23-34.
Oxford, R. L. (2001). Language learning strategies. In R. Carter and D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 120-125). Cambridge: Cambridge University Press.
Öncü, E., & Ünlüer. E. (2010). Preschool children's using of play materials creatively. Procedia Social Behavioral Sciences, 2(2), 4457-4461.
Pan, G., Zang, Y., & Wu, D. (2010). A Survey on English Learning Motivation of Students in Qingdao Agricultural University. China: Qingdao Agricultural University.
Park, G., & French, B. F. (2013). Gender differences in the Foreign Language Classroom Anxiety Scale. System, 41(2), 462-471.
Paul, D. (2003). Teaching English to Children in Asia. Hong Kong: Pearson Longman Asia ELT.
Polat, N. (2011). Gender and age differences in motivation and L2 accent attainment: An investigation of young Kurdish learners of Turkish. Language Learning Journal, 39, 19-41.
Ramage, K. (1990). Motivational factors and persistence in foreign language study. Language Learning, 40, 189-219.
Reece, I & Walker, S. (1997). Teaching, Training and Learning. A Practical Guide. (Third Ed.). Great Britain: Business Education Publishers Limited.
Rosenbusch, M., H., (1987). Second language learning in young children. Retrospective Theses Dissertations. Paper 8581. bhttp://lib.dr.iastate.edu/rtd/8581
Roth, B. (2008). The importance of parental encouragement and support. http://ezinearticles.com/?The-Importance-of-Parental-Encouragement-andSupport&id=1622042
Saracaloğlu A.S. (2000). The Relation Between Traniee Teachers’ Attitudes to Foreign Languages and their Academic Success. Eğitim ve Bilim Dergisi, 254(115).
Sheldon, S. B. (2005). Testing a structural equations model of partnership program implementation and parent involvement. The Elementary School Journal, 106, 171-187.
Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold.
Skolverket. (2006). Gender differences in goal fulfillment and education choices. Report, 287.
Spolsky, B. (1989). Conditions for Second Language Learning. Totonto, Ontario: Odord University Press
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Szpotowicz, M., Mihaljevic Djigunovic, J., & Enever, J. (2009). Early Language Learning in Europe: a multinational, longitudinal study. In J. Enever, J. Moon & U. Raman (Eds.), Young learner english language policy and implementation: International perspectives (pp. 141–147). Kent, UK: IATEFL.
Şad, S. N. (2011). İlköğretim Birinci Kademe İngilizce Öğretim Programının Çocuklara Yabancı Dil Öğretiminin Duyuşsal Hedeflerini Gerçekleştirme Düzeyi. Yayımlanmamış Doktora Tezi, İnönü Üniversitesi, Malatya.
Şad, S. N. (2012). Investigation of Parental Involvement Tasks as Predictors of Primary Students’ Turkish, Math and Science Achievement. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 49, 173-196.
Şad, S. N. (2015). Do Prospective Classroom Teachers Perceive Themselves as Effective and Willing to Teach Young Learners English? Educational Sciences: Theory & Practice, 15(5), 1257-1269.
Şad, S. N., & Gürbüztürk, O. (2015). The affective objectives in early foreign language teaching: A scale development study. International Journal of Academic Research in Education, 1(1), 1-15.
Şeker, A. (2000). Sınıf öğretmenlerinin iletişim becerileri ile sınıf atmosferi arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, Konya.
Turkish Statistical Institue. (2013). Seçilmiş Göstergelerle Bolu. Retrieved from http://www.tuik.gov.tr/ilGostergeleri/iller/BOLU.pdf
Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.). Lessons from good language learners (pp. 19-34). Cambridge, England: Cambridge University Press.
Vale, D., & Feunteun, A. (1995). Teaching Children English - a training course for teachers of English to children. Cambridge University Press: Cambridge.
Warden, C. A. & Lin, H. J. (2000).Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 22, 535-547.
Weiss, H. B., Caspe, M., & Lopez, M. E. (2006). Family involvement in early childhood education. Cambridge, MA: Harvard Family Research Project.
Xiong, X. (2010). A comparative study of boys’ and Girls’ English study differences. Journal of Language Teaching and Research, 1(3), 309-312.

Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Abdullah Coşkun ^*

Yayımlanma Tarihi

27 Haziran 2016

Gönderilme Tarihi

1 Nisan 2016

Kabul Tarihi

25 Temmuz 2016

Yayımlandığı Sayı

Yıl 2016 Cilt: 16 Sayı: 2

DOI

https://doi.org/10.11616/basbed.vi.455264

IZ

https://izlik.org/JA49EN44DJ

Kaynak Göster

RIS / Bibtex

APA

Coşkun, A. (2016). ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 205-226. https://doi.org/10.11616/basbed.vi.455264

AMA

1.Coşkun A. ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES. ASBİ. 2016;16(2):205-226. doi:10.11616/basbed.vi.455264

Chicago

Coşkun, Abdullah. 2016. “ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 16 (2): 205-26. https://doi.org/10.11616/basbed.vi.455264.

EndNote

Coşkun A (01 Haziran 2016) ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 16 2 205–226.

IEEE

[1]A. Coşkun, “ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES”, ASBİ, c. 16, sy 2, ss. 205–226, Haz. 2016, doi: 10.11616/basbed.vi.455264.

ISNAD

Coşkun, Abdullah. “ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 16/2 (01 Haziran 2016): 205-226. https://doi.org/10.11616/basbed.vi.455264.

JAMA

1.Coşkun A. ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES. ASBİ. 2016;16:205–226.

MLA

Coşkun, Abdullah. “ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 16, sy 2, Haziran 2016, ss. 205-26, doi:10.11616/basbed.vi.455264.

Vancouver

1.Abdullah Coşkun. ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS’ AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES. ASBİ. 01 Haziran 2016;16(2):205-26. doi:10.11616/basbed.vi.455264