The Examination of Leadership Orientations of Teacher Candidates in Terms of Several Variables

Yıl 2018, , 1551 - 1560, 15.09.2018

Oktay Yağız

https://doi.org/10.24106/kefdergi.2133

Öz

The purpose of this study is the determination of leadership orientations of teacher candidates. Within this research general scanning model was used. The sample of the research consists of teacher candidates that were totally 268.  The teacher candidates participated in the research was carried out Leadership Orientations Scale which was adapted by Dereli (2003) and an information form was used. Within the leadership dimension, in which parametric test assumptions are made, two directional Variance (ANOVA) analysis was used. Within the dimensions in which parametric test assumptions were not made, Kruskall Wallis-H () test and Mann-Whitney U test were used. According to the results of the research it was determined that the leadership orientations of teacher candidates and their sub-dimensions were above the average.

Anahtar Kelimeler

"leadership, leadership orientations, teacher candidates

Yabancı Dil Sınıfında Telaffuz Kaygısı Ölçeğinin Türk Dili ve Kültürüne Adaptasyonu

Öz

Bu çalışmanın amacı, Baran-Lucarz (2016) tarafından geliştirilen Yabancı Dil Sınıfında Telaffuz Kaygısı Ölçeğinin  (MPA-FLC) Türk dili ve kültürüne uyarlanmasıdır. Örneklem grubu, dil eşdeğerliği için bir devlet üniversitesinin İngilizce eğitimi anabilim dalında lisans eğitimi alan 113, 3. ve 4. sınıf öğrencileri ile yapı geçerliliği için aynı üniversitenin çeşitli fakültelerinden 344 lisans düzeyindeki öğrenci grubundan oluşmaktadır. Ölçme aracının dil geçerliği sağlandıktan sonra, Türk kültüründe model uyumunu test etmek için doğrulayıcı faktör analizi kullanılmıştır. Ölçeğin yeniden düzenlenen beş faktörlü yapısının Türk kültüründe de geçerliğini koruduğu ve iyi düzeyde model uyumuna sahip olduğu belirlenmiştir. Kullanılan ölçeğin güvenirliği için, iç tutarlık ve iki yarı güvenirlik analizleri, ölçeğin güvenirlik değerlerinin yeterli düzeyde olduğunu göstermiştir.

Anahtar Kelimeler

"İkinci dilde telaffuz kaygısı, İngilizce öğretimi, öğretmen eğitimi

Kaynakça

• Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety, Asian EFL Journal, 8(4), 100-118. Retrieved from http://www.asian-efl-journal.com/December_2006_EBook.pdf
• Aydin, S. (2013). Factors affecting the level of test anxiety among EFL learners at elementary schools. Online Submission, 4(1), 63-81. Retrieved from https://eric.ed.gov/?id=ED540987
• Baran-Lucarz, M. (2013). Phonetics learning anxiety—results of a preliminary study. Research in Language, 11, 57–79. doi: 10.2478/v10015-012-0005-9
• Baran-Lucarz, M. (2014a). The link between pronunciation anxiety and willingness to communicate in the foreign language classroom: The Polish EFL context. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 70, 445–473. Retrieved from http://dx.doi.org/10.3138/cmlr.2666
• Baran-Lucarz, M. (2014b). Researching phonetics learning anxiety: A qualitative approach. In D. Gabryś-Barker & A. Wojtaszek (Eds.), Studying second language acquisition from a qualitative perspective (pp. 160–174). Heidelberg: Springer.doi:10.1007/978-3-319-08353-7_11
• Baran-Lucarz, M. (2016). Conceptualizing and measuring the construct of pronunciation anxiety: Results of a pilot study. In M. Pavlak (Edt.), Classroom-oriented research: Reconciling theory and practice (pp. 39-56). Springer International Publishing Switzerland. doi:10.1007/978-3-319-30373-4_3
• Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. Retrieved from http://staff2.ui.ac.id/upload/andisk/material/guidelinesfortheprocessofcrossculturaladaptation.pdf
• Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37(4), 664-675. https://doi.org/10.1016/j.system.2009.09.010
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newsbury Park, CA: Sage.
• Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university.Procedia-Social and Behavioral Sciences, 199, 648-656. https://doi.org/10.1016/j.sbspro.2015.07.594
• Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. Retrieved from https://doi.org/10.1111/0023-8333.00095
• Dewaele, J-M., Petrides, K. V., & Furnham, A. (2008). Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911–960. Retrieved fromhttp://dx.doi.org/10.1111/j.1467-9922.2008.00482.x
• Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom, The Modern Language Journal, 89, 2, 206–220.doi:10.1111/j.1540-4781.2005.00275.x
• Fraenkel, J. R., Wallend, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw Hill.
• Gardner, R. C., & MacIntyre, P. D. (1993).On the measurement of affective variables in second language learning, Language Learning, 43, 2, 157–194. doi:10.1111/j.1467-1770.1992.tb00714.x
• Gregersen, T. S., & Horwitz E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562–570.doi:10.1111/1540-4781.00161
• Horwitz, E. K. (2000). It ain’t over til it’s over: On foreign language anxiety, first language deficits, and the confounding of variables. The Modern Language Journal, 84, 256-259.doi:10.1111/0026-7902.00067
• Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.doi:10.1017/S0267190501000071
• Horwitz, E.K., Horwitz, M., & Cope, J.A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132. Retrieved from http://dx.doi.org/10.1111/ j.1540-4781.1986.tb05256.x
• Jebreil, N., Azizifar, A., Gowhary, H., & Jamalinesari, A. (2015). Study on writing anxiety among Iranian EFL students. International Journal of Applied Linguistics & English Literature, 4(2), 68-72. doi:10.7575/aiac.ijalel.v.4n.2p.68
• Kline, R. B. (2011). An easy guide to factor analysis. New York: The Guilford Press.
• Lee, E. J. E. (2016). Reducing international graduate students’ language anxiety through oral pronunciation corrections. System, 56, 78-95. https://doi.org/10.1016/j.system.2015.11.006
• Lev-Ari, S., & Keysar, B. (2010). Why don’t we believe non-native speakers? The influence of accent on credibility. Journal of Experimental Social Psychology, 46, 1093-1096.doi:10.1016/j.jesp.2010.05.025
• MacIntyre, P. D. (2002). Motivation, anxiety, and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). Philadelphia, PA: John Benjamins.
• MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. Modern Language Journal, 75, 296-304.Retrieved from http://faculty.cbu.ca/pmacintyre/research_pages/journals/focused_essay1991.pdf
• MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. doi:10.1111/j.1467-1770.1994.tb01103.x
• Marcoulides, G., & Schumacher, R. (2001). New developments and techniques in structural equation modeling. London: Lawrence Erlbaum Associates, Publishers.
• Matsuda, S., & Gobel, P. (2001). Quiet apprehension: Reading and classroom anxieties. JALT Journal, 23, 227-74. Retrieved from http://jalt-publications.org/jj/articles/2653-quiet-apprehension-reading-and-classroom-anxieties
• Melanlıoğlu, D. (2013). Impacts of authentic listening tasks upon listening anxiety and listening comprehension. Educational Research and Reviews, 8(14), 1177-1185. doi: 10.5897/ERR2013.1506
• Nunnaly, J.,& Bernstein, I. (1994). Psychometric theory. New York: McGraw-Hill Press.
• Pallant, J. (2005).SPSS survival guide: A step by step guide to data analysis using SPSS for windows. 3rd Edition, Open University Press, New York.
• Robinson, J. P., Shaver, P. R., & Wrightsman, L. S. (1991). Criteria for scale selection and evaluation in measure of personality and social psychological attitudes. San Diego: California Academic Press.
• Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218. doi:10.1111/0026-7902.00016.
• Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.doi:10.1111/j.1467-1770.1978.tb00309.x
• Seçer, İ. (2015). Zorbalıkla başa çıkma stratejileri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Atatürk Universitesi Kâzım Karabekir Eğitim Fakültesi Dergisi [ Developing coping strategies with bullying scale: The study of reliability and validity.Journal of Kazim Karabekir Education Faculty] ,1, 33, 85-105. Retrieved from http://e-dergi.atauni.edu.tr/ataunikkefd/article/view/5000119741
• Şimşek, Ö. F. (2007).Yapısal eşitlik modellemesine giriş - Temel ilkeler ve LİSREL uygulamaları. Ankara: Ekinoks Eğitim Danışmanlık Hiz. ve Basım. [ Introduction to structural equation modeling. Basic principles and LISREL applications. Ankara: Ekinoks Education Counseling and Publication.]
• Sparks, R. L., Ganschow, L., & Javorsky, J. (2000). Déjà vu all over again: a response to Saito, Horwitz, and Garza, The Modern Language Journal, 84, 251-255. doi:10.1111/0026-7902.00066
• Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1, 283–300.doi: http://dx.doi.org/10.14746/ssllt.2011.1.2.7
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Needham Heights, MA: Allyn & Bacon.
• Tóth, Z. (2007). Predictors of foreign-language anxiety: Examining the relationship between anxiety and other individual learner variables. In J. Horváth & M. Nikolov (Eds.), Empirical studies in English applied linguistics (pp.123-148). Pécs: Lingua Franca Csopor.
• Valizadeh M.R., & Alavinia P. (2013). Listening comprehension performance viewed in the light of emotional intelligence and foreign language listening anxiety. English Language Teaching, 6, 11–26. doi: http://dx.doi.org/10.5539/elt.v6n12p11
• VanPatten, B., & Glass, W. (1999). Grammar learning as a source of language anxiety: A discussion. In Dolly J. Young (Ed.) (1999). Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp.89-105). Boston: McGraw-Hill College.
• Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 29, 510-522. Retrieved from http://dx.doi.org/10.1016/j.system.2011.10.017
• Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539–553. doi:10.1111/j.1944-9720.1990.tb00424.x
• Zhang X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41, 164–177. Retrieved from http://dx.doi.org/10.1016/j.system.2013.01.004