Dinleme öncesi rahatlama ve olumlama etkinliklerinin dinleğini anlama sınav performansı üzerine etkisi
Öz
This true-experimental design research study investigated the effect of pre-listening relaxation and self-affirmation exercises on the listening comprehension test scores of 70 learners of English in the English Language Teaching department of a state university in Turkey. Participants in the experimental group completed relaxation and self-affirmation exercises before six listening comprehension practice tests while those in the control group took the same tests without exposure to such exercises. The t-test results did not reveal any significant difference, indicating that pre-listening exercises had no significant effect on listening comprehension test performance. Anxiety levels were tested through the Test Influence Inventory (TII). Pre TII results did not show any relationship between participants’ self-perceived test anxiety levels and listening comprehension test scores and groups did not differ significantly in terms of anxiety levels, although there was a significant gender difference. However, post TII results using an independent samples t-test revealed a significant difference, indicating that the pre-listening relaxation and self-affirmation exercises had a positive effect on the reported test anxiety levels of learners in the experimental group. ANOVA analysis revealed a significant main effect on the anxiety levels of the time that TII was administered, that is when it was given before versus after the experiment, as well as significant effects between time and gender, time and group, and time, gender and group. Tests of between-subject effects also revealed a significant main effect of group on TII scores.
Anahtar Kelimeler
Pre-listening relaxation exercises self-affirmation L2 listening comprehension foreign language a
Kaynakça
- Arnold, J. (2000). Seeing through LC exam anxiety. TESOL Quarterly, 34, 777-786. Chang, A. C. S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40, 375-397. Damasio, A. (1994). Descartes’ error: Emotion, reason and the human brain. New York: Avon Books. Davis, D. (1986). Maximizing examination performance. London: Kogan Page. Elkhafaifi , H . 2005 ). LC and anxiety in the Arabic language classroom . Modern Language Journal , 89 , 206 – 220 Eysenck, M. (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, 363-385. Filimon, R. C. (2010). Beneficial subliminal music: binaural beats, hemisync and metamusic. Proceedings of the 11th WSEAS international conference on Acoustics & Music: theory & applications. Fujii , Y . 1993 ). Construction of a Test Influence Inventory ( TII ). Japanese Journal of. Psychology, 64, 135-139 Gnatt, M. (2011, July). The efficacy of binaural beat technology in the reduction of stress among military nurses. 22 nd International Nursing Congress, Cancun, Mexico. Goleman, D. (1995). Emotional intelligence. New York: Basic Books. Hallam S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils' task performance. Educational Studies, 28, 111-1 Hembree , R . 1988 ). Correlates , causes , effects and treatment of test anxiety . Review of Educational Research , 58 , 47 – 77
- Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics 21, 112–126. Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132. In’nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34, 317-340. Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly 40(1): 157–81. Joiner, E. (1986). Listening in the foreign language. In B. H. Wing (Ed.), Listening, reading and writing: Analysis and application (pp. 43-70). Middlebury, VT: North-east Conference on the Teaching of Foreign Languages. Kachru, B. B. (1986). The alchemy of English: the spread, functions and models of non-native Englishes. Oxford: Pergamon Press. Kunt, N., & Tüm, D. Ö. (2010). Non-native student teachers’ feelings of foreign language anxiety. Procedia Social and Behavioral Sciences, 2, 467246 Murray, L. M., & Fogliasso, C. E. (2011). Testing the efficacy of selfaffirmation in improving student performance in a business law course. Administrative Issues Journal 3, 50-53. Rubin, J. (1994). A review of second language LC research. Modern Language Journal, 78, 199-221. Sapp, M. (1999). Test anxiety: Applied research, assessment, and treatment interventions (2 nd ed.). Lanham, MD: University Press of America. Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158. Sharpe, P. (2008). Barron’s TOEFL IBT: Internet-based TOEFL. New York: Barron’s Educational Series. Sieber , J. E. ( 1980 ). Defining test anxiety : Problems and approaches . In I. G. Sarason (Ed.), Test anxiety : Theory, research, and applications (pp. 15-42). Hillsdale, NJ: Lawrence Erlbaum Associates. Vogely, A. (1999). Addressing LC anxiety. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. New York: McGraw-Hill. Xu, F. (2011). Anxiety in EFL LC. Theory and Practice in Language Studies, 1, 1709-1717.
- Appendix. Test Influence Inventory (Fujii, 1993)
EFFECT OF PRE-LİSTENING RELAXATION AND SELF-AFFIRMATION EXERCISES ON L2 LISTENING COMPREHENSION TEST PERFORMANCE
Öz
Bir Türk üniversitesinin İngiliz Dili Eğitimi Anabilim Dalı’nda öğrenim gören 70 öğrenciyle gerçekleştirilen bu deneysel çalışma, dinleme öncesi rahatlama ve olumlama etkinliklerinin dinlediğini anlama sınav sonuçları üzerindeki etkisini incelemektedir. Deney grubundaki katılımcılar altı dinlediğini anlama deneme sınavından önce rahatlama ve olumlama etkinliklerini tamamlamışlar, kontrol grubundaki katılımcılarsa herhangi bir etkinliğe maruz kalmamışlardır. T-test sonuçları herhangi bir anlamlı farka işaret etmediğinden, dinleme öncesi etkinliklerin dinlediğini anlama sınav performansı üzerinde herhangi bir etkisinin olmadığı sonucu çıkarılmıştır. Kaygı seviyeleri Sınav Etkisi Envanteri (TII) ile ölçülmüştür. TII ön test sonuçları katılımcıların kendi algıladıkları sınav kaygılarının dinlediğini anlama sınav sonuçlarıyla arasında bir ilişki göstermemiştir ve cinsiyet açısından fark olmasına rağmen gruplar endişe seviyeleri açısından anlamlı bir fark göstermemiştir. TII son test sonuçlarıysa gruplar arasında anlamlı bir fark tespit etmiş ve böylelikle rahatlama ve olumlama etkinliklerinin algılama üerinde olumlu bir etkisi olduğu sonucu çıkarılmıştır. Ayrıca, ANOVA sonuçları da zaman, cinsiyet ve grup açısından da anlamlı farklılar belirlemiştir.
Anahtar Kelimeler
Dinleme öncesi rahatlama etkinlikleri olumlama yabancı dilde dinlediğini anlama yabancı dil kaygısı sınav kaygısı
Kaynakça
- Arnold, J. (2000). Seeing through LC exam anxiety. TESOL Quarterly, 34, 777-786. Chang, A. C. S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40, 375-397. Damasio, A. (1994). Descartes’ error: Emotion, reason and the human brain. New York: Avon Books. Davis, D. (1986). Maximizing examination performance. London: Kogan Page. Elkhafaifi , H . 2005 ). LC and anxiety in the Arabic language classroom . Modern Language Journal , 89 , 206 – 220 Eysenck, M. (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, 363-385. Filimon, R. C. (2010). Beneficial subliminal music: binaural beats, hemisync and metamusic. Proceedings of the 11th WSEAS international conference on Acoustics & Music: theory & applications. Fujii , Y . 1993 ). Construction of a Test Influence Inventory ( TII ). Japanese Journal of. Psychology, 64, 135-139 Gnatt, M. (2011, July). The efficacy of binaural beat technology in the reduction of stress among military nurses. 22 nd International Nursing Congress, Cancun, Mexico. Goleman, D. (1995). Emotional intelligence. New York: Basic Books. Hallam S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils' task performance. Educational Studies, 28, 111-1 Hembree , R . 1988 ). Correlates , causes , effects and treatment of test anxiety . Review of Educational Research , 58 , 47 – 77
- Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics 21, 112–126. Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132. In’nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34, 317-340. Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly 40(1): 157–81. Joiner, E. (1986). Listening in the foreign language. In B. H. Wing (Ed.), Listening, reading and writing: Analysis and application (pp. 43-70). Middlebury, VT: North-east Conference on the Teaching of Foreign Languages. Kachru, B. B. (1986). The alchemy of English: the spread, functions and models of non-native Englishes. Oxford: Pergamon Press. Kunt, N., & Tüm, D. Ö. (2010). Non-native student teachers’ feelings of foreign language anxiety. Procedia Social and Behavioral Sciences, 2, 467246 Murray, L. M., & Fogliasso, C. E. (2011). Testing the efficacy of selfaffirmation in improving student performance in a business law course. Administrative Issues Journal 3, 50-53. Rubin, J. (1994). A review of second language LC research. Modern Language Journal, 78, 199-221. Sapp, M. (1999). Test anxiety: Applied research, assessment, and treatment interventions (2 nd ed.). Lanham, MD: University Press of America. Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158. Sharpe, P. (2008). Barron’s TOEFL IBT: Internet-based TOEFL. New York: Barron’s Educational Series. Sieber , J. E. ( 1980 ). Defining test anxiety : Problems and approaches . In I. G. Sarason (Ed.), Test anxiety : Theory, research, and applications (pp. 15-42). Hillsdale, NJ: Lawrence Erlbaum Associates. Vogely, A. (1999). Addressing LC anxiety. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. New York: McGraw-Hill. Xu, F. (2011). Anxiety in EFL LC. Theory and Practice in Language Studies, 1, 1709-1717.
- Appendix. Test Influence Inventory (Fujii, 1993)
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Aralık 2013 |
| Yayımlandığı Sayı | Yıl 2014 Cilt: 2014 Sayı: XVII |