BİRİNCİ VE DÖRDÜNCÜ SINIF İNGİLİZCE ÖĞRETMEN ADAYLARININ KONUŞMA KAYGISI

Öz

Teknoloji alanındaki hızlı gelişmeler dünyanın her tarafından insanları birbirine daha da yaklaştırdı. Bu yakınlaşma İngilizce’yi ortak bir dil olmaya terfi ettirdi ve yeni dünyanın gereklerine uyum sağlama ihtiyacını doğurdu. Ancak,  birçok faktörün yanı sıra duyuşsal faktörler yeni bir dil öğrenmeyi ve konuşmanın önünde engel teşkil etmektedir. Bu duyuşsal faktörlerden bir olan kaygının dil öğrenim sürecinde önemli bir rolü bulunmaktadır. Dil öğrenme kaygısı üzerine yapılan araştırmaların çoğu dil öğrencilerini ele almaktadır; fakat İngilizce öğretmen adaylarının konuşma kaygısı nadiren olarak çalışılmıştır. Bu yüzden, bu çalışma Türkiye’de bir devlet üniversitesinde öğrenim gören İngilizce öğretmen adaylarının kaygı seviyelerini araştırmayı hedeflemektedir. Karma-yöntem olarak desenlenen araştırmada nitel ve nicel veriler toplanmıştır. Nicel veriler 117 katılımcıdan bir anket yoluyla toplanmış daha sonra bunların içerisinden 10 kişi ile karşılıklı görüşme yoluyla nitel veriler elde edilmiştir. Sayısal veriyi analiz ederken ikili ve çoklu karşılaştırmalardan yararlanılmıştır. Veriler normal dağılım göstermediğinden parametrik olmayan testler kullanılmıştır. Nitel veriler ise içerik analizi ile analiz edilmiştir. Bulgular İngilizce öğretmen adaylarının orta seviyede konuşma kaygısı çektiklerini ve birinci sınıf öğrencilerinin kaygı seviyesinin ise daha yüksek olduğunu göstermiştir. Cinsiyete ve mezun olunan lise tipine göre öğretmen adayları arasında istatistiksel farklar bulunmuştur. Dil yeterlilik seviyelerinin de konuşma kaygısı üzerinde istatistiksel olarak önemli bir etkisi olduğu görülmüştür. Görüşme sonuçları öğretmen adaylarının bakış açısından konuşma kaygısının nedenlerini ortaya koymaktadır.

Anahtar Kelimeler

• yabancı dil konuşma kaygısı,konuşma kaygısı,konuşma kaygısının nedenleri,İngilizce öğretmen adaylarının konuşma kaygısı,dil öğreniminde duyuşsal faktörler

SPEAKING ANXIETY OF FRESHMEN AND SENIOR ELT PROSPECTIVE TEACHERS

Öz

Rapid developments in technology have made people closer to each other all around the globe. This closeness has promoted English as a common language and created a need for adaptation to the requirements of the new world. However, affective factors, along with many others, seem to hinder the efforts to learn and speak a new language. Anxiety, as one of these affective factors, has an important role in the language learning process. Most of the research on language learning anxiety investigated language learners; however, prospective teachers’ speaking anxiety is rarely studied. Thus the study aims to investigate the speaking anxiety levels of ELT prospective teachers in a state university in Turkey. Freshmen and senior prospective teachers were the participants of the study. Designed as a mixed method research, both quantitative and qualitative data were collected. The quantitative data was collected via a questionnaire from 117 participants, 10 of which are interviewed afterwards. Dual and multiple comparisons were made to analyse the numerical data. As the data were not normally distributed nonparametric tests were employed. The qualitative data was analysed via content analysis. The results showed that prospective ELT teachers had a moderate level of speaking anxiety, freshmen having higher level of anxiety. There were significant differences between female and male prospective teachers as well as the type of high schools prospective teachers graduated from. Proficiency levels had a significant effect on the level of speaking anxiety. The interview results claimed the causes of speaking anxiety from the perspective of prospective teachers. 

Anahtar Kelimeler

• foreign language speaking anxiety,speaking anxiety,causes of speaking anxiety,speaking anxiety of prospective ELT teachers,affective factors in language learning

Kaynakça

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