Author :
Abstract
Kaygı, İngiliz Dili Eğitiminde (İDE) yaygın olarak karşılaşılan bir problemdir ve kaygı ve İDE ile ilgili alınyazında çok çalışılmıştır. Bu çalışmaların çoğu kaygı türlerine (okuma, dinleme, konuşma, yazma ve sınıf kaygısı) ayrı ayrı odaklanmış veya dinleme ve konuşma kaygıları gibi türlerden ikisiyle ilgilenmiştir; fakat ilgili alınyazın kaygının tüm türleri arasındaki ilişkinin Türk İDE bağlamında çalışılmadığını göstermiştir. Bu yüzden bu çalışmanın amacı tüm kaygı türlerinin arasındaki ilişki veya ilişkileri bulmaktır. Çalışmada nicel araştırma deseni kullanılmıştır. 70 Türk yabancı dil olarak İngilizce (YDİ) öğrencisi bu çalışmaya katılmıştır. Veriler, bir dil sınıfında farklı kaygı türlerini ölçmek için kullanılan beş farklı ölçek ile toplanmıştır. Veriler normal dağılım göstermediği için Spearman sıralama korelasyonu very analizinde kullanılmıştır. Çalışmanın sonuçları dört beceri ile ilgili kaygı türleri arasında korelasyonel bir ilişki olmadığını; ama konuşma kaygısı ile sınıf kaygısı arasında bir korelasyonel ilişki olduğunu göstermiştir. Çalışmanın sonuçları, İngilizce dil sınıflarındaki etkileri açısından tartışılmıştır.
Keywords
Abstract
Anxiety is a common problem faced in English language teaching (ELT) and has been studied a lot in the literature related to anxiety and ELT. Most of these studies focused on types of anxieties (reading, listening, speaking, writing, and classroom anxiety) separately or dealt with two of them like listening and speaking anxieties together, but the literature showed that the relationship among all types of anxieties in Turkish ELT context has not been studied. Therefore, the present study aimed to find out the relationship(s) among all types of anxieties. The study adopted quantitative research method. 70 Turkish English as a foreign language (EFL) students joined the study. Data were collected through five scales prepared to measure different types of anxieties in a language classroom. As the data were not distributed normally, Spearman’s rank-order correlation was used to analyze the data. The results of the data showed that there is not a correlational relationship between four skill-oriented anxieties; but there is a correlational relationship between speaking anxiety and classroom anxiety. The results were discussed in terms of their implications in English language classrooms.
Keywords
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