Author :
Abstract
Bu makale okuma kaygı düzeyi ve okuduğunu anlama IELTS ve anlama öğe türlerini okuma IELTS L2 öğrenenlerin genel performansı arasında istatistiksel olarak anlamlı korelasyon varlığını araştıran bir çalışma bildiriyor. Başlangıçta, 94 katılımcı (73 kadın, 21 erkek) bu çalışmaya katılmıştır. Yabancı Dil Okuma Kaygısı Ölçeği (FLCAS) Farsça versiyonu IELTS Genel Eğitim Okuma Kağıdı ile birlikte uygulandı. Aykırı dışlamak için, iki kutu-ve-bıyık araziler çizildi. Bunun bir sonucu olarak, sadece iki birey dahil edildi ve son örnek 92 katılımcıdan oluşmuştur. Pearson çarpım moment korelasyon dayanarak, okuma kaygı düzeyi ve okuduğunu anlama IELTS genel performansı arasında güçlü bir negatif korelasyon olduğu saptanmıştır. Ayrıca süzme, tarama, sınıflandırma, masa tamamlama ve doğru / yanlış anlama dahil öğe türlerini okuma IELTS okuma kaygı düzeyi ve performans arasında anlamlı bir negatif korelasyon olduğu saptanmıştır. Çalışmanın bulguları L2 öğretim ve değerlendirme için etkileri vardır
Keywords
Abstract
This article reports a study investigating the existence of any statistically significant correlations between the reading anxiety level and L2 learners’ overall performance on IELTS reading comprehension and on IELTS reading comprehension item types. Initially, 94 participants (73 females, 21 males) took part in this study. The Persian version of the Foreign Language Reading Anxiety Scale (FLRAS) was administered along with a General Training Reading Paper of IELTS. To exclude outliers, two box-and-whisker plots were drawn. As a consequence, just two individuals were excluded and the final sample consisted of 92 participants. Based on the Pearson product moment correlation, we found that there was a strong negative correlation between the reading anxiety level and overall performance on IELTS reading comprehension. It was also discovered that there was a significant negative correlation between the reading anxiety level and performance on IELTS reading comprehension item types including skimming, scanning, classification, table-completion, and true/false. The findings of the study have implications for L2 teaching and assessment.
Keywords
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