Mizah stratejilerinin İngilizce yabancı dil sınıflarında konuşma kaygısına etkisi

Öz

İngilizce dünya çapında uluslararası bir dildir (Crystal, 2020). Bu nedenle, insanlar İngilizce konuşmayı ve farklı ülkelerden veya milletlerden olan diğer insanlarla nasıl iletişim kuracaklarını öğrenmek zorundadır. Ancak Türkiye'de İngilizce konuşmak için yeterli eğitim imkânı yok. Türkiye'de İngilizce öğretimi genellikle sadece dilbilgisi kurallarının öğretilmesiyle yapılır. Dolayısıyla öğrenenlerin İngilizce konuşamaması ya da İngilizce konuşsa bile insanlar her zaman hata yapmaktan korktukları için bazı sorunları da beraberinde getirebilir. Özellikle gramer kurallarında hata yapmaktan kaçınmaya çalışırlar. Öğrenciler konuşurken dilbilgisine ne kadar çok odaklanırlarsa, konuşma konusunda o kadar çok kaygıları olabilir. Bu nedenle, İngilizce öğrenen öğrencilerin çoğu konuşma konusunda kaygı duyar. İlkokuldan üniversiteye kadar İngilizce derslerimiz olmasına rağmen İngilizce konuşamıyoruz ve bu da öğrencileri konuşurken tedirgin ediyor. Bu noktada mizah stratejileri öğrenenlerde konuşma kaygısını azaltmaya yardımcı olabilir. Mizah stratejilerinin konuşma kaygısının üstesinden gelmede bazı olumlu etkileri olabilir. Araştırma, Necmettin Erbakan Üniversitesi Yabancı Diller Yüksekokulu'nda öğrenim gören İngilizce hazırlık sınıfı 1. sınıf öğrencilerinin mizah stratejilerinin konuşma kaygıları üzerindeki olumlu etkilerini araştırmayı amaçlamaktadır. Bu çalışma, yaşları 18-21 arasında değişen 250 üniversite hazırlık sınıfı öğrencisinin katılımıyla gerçekleştirilmiştir. Veri toplamak için karma bir yöntem kullanılmıştır. Veriler kaygı ölçeği anketi, mizah stratejileri ölçeği ve görüşme soruları aracılığıyla toplanmıştır.

Anahtar Kelimeler

• Mizah stratejileri
• konuşma kaygısı
• yabancı dil öğretimi
• konuşma İngilizcesi

The effect of humour strategies on speaking anxiety in EFL classes

Abstract

English is an international language around the world (Crystal, 2020). Therefore, people have to learn how to speak English and how to communicate with other people who are from different countries or nationalities. However, there is not enough opportunities for education to speak English in Turkey. English language teaching in Turkey is usually carried out by just teaching grammar rules.. So, it can bring about some problems as learners can’t speak English, or even if they can speak English, people are always afraid of making mistakes. Especially, they try to avoid making mistakes with grammar rules. The more learners focus on grammar while they are speaking, the more they can have some anxiety about speaking. Hence, most of the learners who learn English have anxiety about speaking. Though we have English classes from primary school to university, we can’t speak English and it makes learners nervous while they are speaking. At this point, humour strategies can help to decrease speaking anxiety in t learners. Humour strategies can have some positive impact on overcoming speaking anxiety. The research aims to investigate the positive effects of humour strategies on speaking anxiety of English preparatory class 1st-year students studying at Necmettin Erbakan University School of Foreign Language. This study has been conducted with the participation of 250 university prep class students aged between 18-21. A mixed method has been used to collect data. Data has been collected through a survey of anxiety scale, a humour strategies scale, and interview questions.

Keywords

• humour strategies
• speaking anxiety
• foreign language teaching
• spoken English

Kaynakça

1. Abdulmajeed, R. K. & Hameed, S. K. (2017) Using a Linguistic Theory of Humour in Teaching English Grammar Published by Canadian Center of Science and Education English Language Teaching; Vol. 10, No. 2; 2017
2. Al-Duleimi, A. & Aziz, R. (2016) Humour as EFL Learning- Teaching Strategy Journal of Education and PracticeVol.7, No.10, 2016
3. Alias M., Suhaizal H. & Affero I. (2019) Integration of the humour approach with student’s engagement in teaching and learning sessions, Journal of Education for Teaching, 45:2, 228-233, DOI: 10.1080/02607476.2018.1548169
4. Azizinezhad, M., & Hashemi, M. (2011). Humour: A pedagogical tool for language learners. Procedia - Social and Behavioral Sciences, 30, 2093–2098. https://doi.org/10.1016/j.sbspro.2011.10.407
5. Babu, A., Maiya, A., Shah, P., &Veluswamy, S. (2013). Clinical trial registration in physiotherapy research. Perspectives in Clinical Research, 4(3), 191. https://doi.org/10.4103/2229-3485.115387
6. Bilokcuoglu, H., & Debreli, E. (2018). Use of humour in language classes: an effective ‘filter’ or affective filter? Journal of Language and Linguistic Studies, 14(3), 347-359.
7. Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge University Press.
8. Brown, H.D. (2007) Principles of Language Learning and Teaching. Pearson Education, New York.

9. Byrne, J., & Humble, Á. M. (2007). An Introduction to Mixed Method Research.
10. Che, L. & Lee, W. (2011) Emotion recognition and communication for reducing second-language speaking anxiety in a web-based one-to-one synchronous learning environment. British Journal of Educational Technology
11. Chik, A. (2020)Humourous interaction, language learning, and social media. World Englishes.; 39: 22– 35. https://doi.org/10.1111/weng.12443
12. Crystal, D. (1997). English as a Global Language. (1st Ed.). Cambridge: Cambridge University Press.
13. Csajbok, T. (2011) Humour şn foreign language teaching. Practice and Theory in Systems of Education, Volume 6 Number 4 2011
14. 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
15. Dobson, J. M. (1987) Effective Techniques for English Conversation Groups. Washington: USIS. 90-91
16. Ekizer, F. N. (2021). The effect of project-based teaching on language learner’ ssuccess in social environments. Training Social Actors in ELT. Akademisyen Yayınları, 2021, (105-117).
17. Getie, A. S. (2020), Factors affecting the attitudes of students towards learning English as a foreign language, Addisu Sewbihon Cogent Education7:1738184.
18. Gonulal, T. (2018). Investigating the potential of humour in EFL classrooms: An attitudinal study. European Journal of Humour Research, 6(1), 141–161. https://doi.org/10.7592/EJHR2018.6.1.gonulal
19. Jennifer B., & Áine M. (2007) Humble, PhD Atlantic Research Centre for Family-Work Issues Mount Saint Vincent University December 3.
20. Kim, S., & Park, S.-H. (2017). Humour in the Language Classroom: A Review of the Literature. The Korea Association of Primary English Education, 23(4), 241–262. https://doi.org/10.25231/pee.2017.23.4.241
21. Krause, L. (2014-15) Humour – An ‘Important Spice to Use in Teaching’?
22. Maurice, K. (1988) Laugh While Learning Another Language: Techniques That Are Functional and Funny. Teaching Forum 26 (2), 20-25.
23. Neff, P. & Rucynski, J. (2017) Japanese perceptions of humour in the English language classroom. Article in Humour - International Journal of Humour Research · August 2017
24. Neff, P. & Rucynski, J. (2021).The English classroom as “warai no ba”: Instructor views on humour and language learning in Japan International Journal of Educational Research Open journal homepage: www.elsevier.com/locate/ijedro
25. Özodaşık, M. (2020) Modern İnsanınYalnızlığı, PaletYayınları, page 112.
26. Orakcı, Ş. (2018). A Validity and Reliability Study of “English Speaking Anxiety Scale.” İnönüÜniversitesiEğitimBilimleriEnstitüsüDergisi, 1–18. https://doi.org/10.29129/inujgse.375916
27. Rajitha, K., &Alamelu, C. (2020). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172, 1053–1058. https://doi.org/10.1016/j.procs.2020.05.154
28. Richards, J. C., & Lockhart, C. (Eds.). (1994) Reflective teaching in language classrooms. Cambridge Langyage Education Series. New York: Cambridge University Press. 153
29. Salmee, S. A., &Arif, M. M. (2019). A study on the use of humour in motivating students to learn English. In DOI: Asian Journal of University Education (AJUE) (Vol. 15, Issue 3).
30. Tsiplakides, N. & Street, D. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. International Educational Studies. Vol. 2 No 4.
31. Ur, P. (1996) A course in Language Teaching: Practice and Theory. Cambridge University Press, Cambridge.
32. Watson R. (2015). Quantitative research. Nursing standard (Royal College of Nursing (Great Britain): 1987), 29(31), 44–48. https://doi.org/10.7748/ns.29.31.44.e8681
33. Woodrow, L. (2006). Anxiety and Speaking English as a Second Language. RELC Journal, 37(3), 308–328. https://doi.org/10.1177/0033688206071315