YABANCI DİLİ İNGİLİZCE OLAN ÜNİVERSİTE ÖĞRENCİLERİNİN YABANCI DİL KAYGILARI VE ONLARIN TÜMEVARIM/TÜMDENGELİM ÖĞRENME ŞEKLİ TERCİHLERİ
Author :
Abstract
Kaygı yabancı dil öğrenimi üzerinde önemli etkilere sahip olan faktörlerden biridir. Bu tür bir kaygının sebepleri bir çok farklı nedenler ile açıklanmaya çalışılmıştır. Öğrenme şekli, dil öğrenimi üzerinde çok büyük etkisi olduğu düşünülen faktörlerden bir tanesidir. Bu küçük çaplı çalışmanın amacı da Çağ Üniversitesi Hazırlık Okulundaki orta seviyeli öğrencilerin Dil öğrenme kaygıları ile Tümevarım/Tümdengelim öğrenme şekli tercihleri arasında muhtemel bir ilişki olup olmadığını araştırmaktır. Araştırmaya 33 öğrenci katılmıştır ve 2 adet anket (Yabancı Dil Sınıf Kaygısı Ölçeği ve Tümevarım/Tümdengelim Öğrenme Şekli anketi) uygulanmıştır. Öğrencilerin büyük bir çoğunluğunun (n=15) orta seviyede kaygı duyduğu tespit edilmiştir ve sadece 8 öğrencinin kaygı seviyesinin düşük olduğu ortaya çıkmıştır. Bu çalışmada ayrıca her iki Tümevarım/Tümdengelim öğrenme şeklinin de neredeyse eşit derecede tercih edildiği tespit edilmiştir (Tümevarım/Tümdengelim Mean=41.51, Tümevarım Mean=24.12, Tümdengelim Mean=17.32). Sonuç olarak da öğrencilerin Yabancı Dil öğrenme kaygıları ile onların Tümevarım/Tümdengelim öğrenme şekli tercihleri arasında önemli bir ilişki bulunamamıştır.
Keywords
Abstract
Anxiety is considered to among the factors influencing Foreign Language Learning (FLL) performance, which has intriguing researchers. Learning style is one of these factors which are thought to have great influence on language learning. The purpose of this small scale study was to investigate possible relationship of Foreign Language anxiety and Deductive/Inductive language learning style preferences of the Elementary level students at Çağ University Preparatory School. 33 students participated in this study and 2 questionnaires (FLCAS and Inductive/Deductive Learning Style questionnaire) were given to the participant students. The majority of the students (n=15) were found to have average level of anxiety, and only 8 students showed low-level of anxiety. It was also found out that the participant students of this study have both deductive and inductive learning styles although deductive style was slightly higher than the inductive one. (Deductive/Inductive, Mean=41.51, Deductive Mean=24.12, Inductive Mean=17.32). Finally, when the relationship between the Foreign Language Anxiety and Deductive/Inductive Learning Styles investigated, no significant relationship was found between them.
Keywords
- 2015 at Çağ University, Turkey.
- Article History: Received 15.01.2016
- features like; empathy, efficacy, and introversion (Brown, 1994). Language anxiety, no
- (Dörnyei, 2005). There are many researches in the field trying to explain the reasons of
- approach what they do” (Gregersen & McIntyre, 2014:174).
- be called learning styles” (Dörnyei, 2005:122).
- 2002), the demand to learn and teach good communication skills have increased. It is a
- learning performance (Dörnyei, 2005). It is usually defined as unpleasent, subjective
- feeling of tension, worry and apprehension (Spielberger, 1983). A further explanation is
- given by Horwitz (2001, p:113) who describes it as “not only is it intuitive to many people
- environment and individual differences (Öztürk & Gürbüz, 2014; Kirova, Petkovska &
- Koceva, 2012; Shabani, 2015; Tahernezhad, Behjat & Kargar, 2014; Waseem & Jibeen,
- 2013). Several of these researches (Öztürk & Gürbüz, 2014; Barabas, 2013; Gardner &
- features like; empathy, efficacy, and introversion (Brown, 1994).
- psychological phenomenon (Shabani, 2015). The nature of it has been distinguished into
- anxiety-provoking stimulus such as an important test (Spielberger, 1983, cited in
- Horwitz, 2001, p: 113). The term situation-specific anxiety refers to the specific conditions
- (Horwitz, Horwitz & Cope, 1986, p:125). This is also the category where the language
- 1986). Communication apprehension is a kind of feeling that a learner experience while
- (1986), to identify and asses the role of anxiety towards language classrooms ,based on
- FLCAS at the University of Texas in 1983. Their results revealed that many of their
- A different study was carried out by Öztürk and Gürbüz (2014) on Turkish
- arising from the uniqueness of the language learning process” (Horwitz et al. 1986 p.128).
- Learning styles is another field which has gained a growing interest since the early 1970s.
- thoughts and behaviors (Gregerson & McIntyre, 2013). Gregersen and McIntryre (2013)
- or objective and the notion of intention is key” (p:148). According to Dörnyei (2005), “the
- learning environment (p:121)”. To Felder (1996): Students have different learning styles-charecteristic strength and preferences in the ways they take in and process information. Some students tend to focus on facts, data, and algorithms: others are more comfortable with theories and mathematical models. Some respond strongly to visual forms of information, like pictures, diagrams, and schematics; others get more from verbal forms-written and spoken explanations. Some prefer to learn actively and interactively; others function more introspectively and individually (p.18).
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- Felder, 2006:2).
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- Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz and Cope (1986)
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