Öğrencilerin Öğretmen Davranışı Algısı ile Dil Öğrenme Kaygıları Arasındaki İlişki

Yıl 2018, Cilt: 6 Sayı: 2, 356 - 370, 25.12.2018

Pınar Yüncü Kurt Hüseyin Kurt

Öz

Birçok öğretmen öğrencilerinin kaygı yaşadıklarını fark etmezler. Belli seviyede yaşanan kaygı normaldir ve öğrencinin performansı üzerinde zarar verici bir etkisi yoktur. Ancak, bu bütün öğrenciler için geçerli değildir. Kaygı, duyuşsal faktörlerden birisidir ve insan davranışı şekillendirmede çok önemli bir rol oynar ve dolayısıyla yabancı dil öğrenimini etkileyebilir. Bu yüzden, kaygı yabancı dil öğrenimi araştırmacılarının dikkatini çekmiştir ve kaygının diğer değişenlerle olan ilişkisi araştırmaya değer görülmüştür. Öğrencilerin dil kaygısı düzeyini etkileyebilecek etmenlerden birisi de öğretmen davranışıdır. Bu yüzden, bu çalışma öğrencilerin dil öğrenme kaygı düzeyleri ve öğretmen davranışını denetleyici ve destekleyici olarak nasıl algıladıklarını incelemeyi amaçlamaktadır. Ayrıca, çalışmanın bir diğer amacı da dil öğrenme kaygısının öğrencilerin öğretmen davranışı algılarına etkisi olup olmadığını belirlemektir. Türkiye’de bir devlet üniversitesinde gönüllü olarak İngilizce hazırlık eğitimi gören 154 hazırlık sınıfı öğrencisi çalışmaya katılmıştır. Öğrencilere kaygı düzeylerini ve öğrenmen davranışı algılarını ölçmeye yönelik iki anket verilmiştir. Veriler betimsel ve çıkarımsal kikare testi istatistik yöntemleri kullanılarak analiz edilmiştir. Çalışmanın sonucunda öğrencilerin düşük, orta ve yüksek olmak üzere çeşitli kaygı düzeyleri olduğu saptanmıştır. Katılımcı grubunun %61’i öğretmenlerini destekleyiciden ziyade denetleyici olarak değerlendirmiştirler. Dahası, öğrencilerin dil öğrenme kaygı düzeyleri ile denetleyici ve destekleyici olarak öğretmen davranışı algıları arasında anlamlı bir fark bulunamamıştır. Düşük, orta ya da yüksek olarak kaygı düzeyleri fark etmeksizin öğrenciler öğretmenlerini destekleyiciden çok denetleyici olarak değerlendirmişlerdir. Bu durumda, bu çalışmada öğretmen kaynaklı dil öğrenme kaygısı bulunamamıştır

Anahtar Kelimeler

Kaygı, Algı, Öğretmen Davranışı, Denetleyici, Destekleyici

Students’ Language Learning Anxiety Level and Their Perception of Teacher Behavior in an EFL Context

Öz

Most instructors aren’t aware of the fact that their students experience anxiety. A certain amount of anxiety is normal and doesn’t have a detrimental effect on students’ performance. However, this is not the case for all students. Anxiety is a factor of affective domain and it plays a very important role in shaping human behavior and may affect foreign language learning. Thus, anxiety has always been of much concern to EFL researchers. Its relation with several variables has been investigated. One of the variables that might affect students’ anxiety level is teacher behavior. Thus, this study aimed at examining the students’ language learning anxiety level and their perception of teacher behavior as supportive or controlling. It was also an attempt to investigate the effect of anxiety on students’ perception of teacher behavior. The participants of the study were 154 prepschool students who were studying at a preparatory school in Turkey and they were given two questionnaires measuring their anxiety level and perception of teacher behavior. The data were analyzed through descriptive and inferential statistics Chisquare test . The results of the study indicated that the participants showed all anxiety levels as low, moderate and high. Students with low anxiety level outnumbered moderate and high anxiety level groups. Results of the study yielded that 61% of the participants perceived their teachers as more controlling than supportive. Moreover, a statistically significant difference wasn’t found between students’ anxiety level and their perception of teacher behavior as controlling or supportive. All anxiety groups as high, medium or low perceived their teachers as more controlling than supportive. As a consequence, no sign of teacher–generated anxiety was found in this study

Anahtar Kelimeler

Anxiety, Perception, Teacher Behavior, Controlling, Supportive

Kaynakça

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