Ana Dili İngilizce Olan Öğrencilerin, Uluslararası Öğrencilerin Hissettikleri Olumsuz Değerlendirilme Korkusu ve Dil Kaygısındaki Rolü

Yıl 2024, , 1 - 17, 22.04.2024

Tuba Yılmaz , Ester De Jong

https://doi.org/10.52597/buje.1389669

Öz

Bu araştırma, lisansüstü düzeydeki uluslararası öğrencilerin, ana dili İngilizce olan öğrencilerin ağırlıkta olduğu sınıflardaki dil ve öğrenme deneyimlerini araştırmıştır. Çalışmanın amacı, ana dili İngilizce olan öğrencilerin varlığının, bir Amerikan üniversitesinde İngilizceyi ikinci dil olarak konuşan uluslararası öğrencilerin hissettikleri olumsuz değerlendirilme korkusu üzerindeki etkisini ortaya çıkarmaktır. Öncelikle 22 lisansüstü düzeydeki uluslararası öğrenciye bir anket uygulanmış ve ağırlıklı olarak ana dili İngilizce olan öğrencilerin bulunduğu sınıflarda olumsuz değerlendirilmeyle ilişkili yüksek kaygı düzeyleriyle öne çıkan beş uluslararası öğrenciyle röportaj yapılmıştır. Röportaj verileri içerik analizi ile analiz edilmiştir. Bulgular, uluslararası öğrencilerin olumsuz değerlendirilme korkusunun temel olarak eğitmenlerin uygulamalarına ve uluslararası öğrencilerin ana dili İngilizce olan akranlarının tutumlarına ilişkin algılarına bağlı olduğunu ortaya koymuştur. Dahası, artan olumsuz değerlendirilme korkusu, dil kullanımlarla ve derse genel katılımlarını olumsuz yönde etkilemiştir. Bulgular, lisansüstü programlarda daha kapsayıcı ve güvenli öğrenme ortamlarına ihtiyaç duyulduğunu göstermiştir.

Anahtar Kelimeler

olumsuz değerlendirilme korkusu, ana dili İngilizce olan öğrenciler, dil kaygısı, dil kullanımı, derse katılım

The Role of Native Speaker Peers on Language Learners’ Fear of Negative Evaluation and Language Anxiety

Öz

This study investigated graduate-level international students’ linguistic and learning experiences in classrooms predominated by native English-speaking (NES) students. The central objective was to discern the impact of NES students’ presence on the fear of negative evaluation experienced by international students speaking English as a second language in an American university. A survey was initially administered to 22 graduate-level international students, and five international students, distinguished by heightened levels of anxiety associated with negative evaluation in classrooms primarily dominated by NES students, were interviewed. The interview data were analyzed with domain analysis. The findings elucidated that international students’ fear of negative evaluation depended mainly on instructors’ practices and international students’ perceptions of NES peers’ attitudes. Moreover, the increased fear of negative evaluation adversely impacted their linguistic behaviors and overall engagement with instructional content. The findings implied a need for more inclusive and safe learning environments in graduate schools.

Anahtar Kelimeler

Fear of negative evaluation, native English speaker, language anxiety, languaging, participation

Kaynakça

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