THE RELATIONSHIP BETWEEN METALINGUISTIC KNOWLEDGE AND SPEAKING ANXIETY OF ELT STUDENTS
İNGİLİZCE ÖĞRETMENLİĞİ ÖĞRENCİLERİNİN ÜSTDİL BİLGİSİ BECERİSİ VE KONUŞMA KAYGILARI ARASINDAKİ İLİŞKİ

Author : Ertan ALTINSOY -& Serkan BOYRAZ
Number of pages : 151-158

Abstract

The term metalinguistic knowledge that refers to the knowledge of technical and semi-technical linguistics terms has been a highly tested proficiency in high-stake proficiency tests, especially those which assess grammatical accuracy, such as TOEIC and TOEFL CBT. In the light of recent studies showing positive correlation between metalinguistic knowledge and language proficiency, this study aims to investigate two things: i) What metalinguistic features of English can be recognized by ELT students? ii) What is ELT student teachers’ speaking anxiety level? iii) Is there a relationship between ELT students’ metalinguistic knowledge and English speaking anxiety? This is a quantitative study that employs survey method. The data was collected from 126 ELT teacher-students studying at Aksaray University in 2016-2017 academic year spring term through metalanguage test developed by Tokunaga (2014) including five sections, (namely parts of speech; parts of sentences; tenses, voices, and moods; other and grammaticality judgement ) and 40 items and English Language Speaking Anxiety scale with 18 items. The results presented that majority of the students had average level of metalinguistic awareness although they were expected to be competent in metalinguistic knowledge because of the grammar courses they received during their training. It was also seen that majority of the participating students had intermediate level of speaking anxiety. A statistically significant correlation was not observed between metalinguistic knowledge and overall speaking anxiety scores of the participants. However, a negative moderate relationship was obtained in grammaticality judgement test and speaking anxiety.

Keywords

Speaking anxiety, Metalinguistic knowledge, ELT students

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