You are here

YABANCI DİL OLARAK TÜRKÇENİN ÖĞRENİMİNDE KAYGININ AKADEMİK BAŞARIYA ETKİSİ

EFFECT OF LEARNING ANXIETY OF FOREIGN LANGUAGE AS TURKISH ON ACADEMIC ACHIEVEMENT

Journal Name:

Publication Year:

Abstract (2. Language): 
An anxiety emerges both as one of the individual's existential factors and as one of the concepts used to express the intrapsychic situations as a result of interactions and experiences with physical and social environment. In the related scientific researches, a foreign language learning anxiety was observed to be taken into consideration as separate from the general anxiety conceptualization. According to these studies anxiety is noticed more in psycho-motor production-focused listening and speaking skills, as well as is originated from the fear of communication, exam anxiety and fear of negative grading. According to the these findings, it is assumed to create an ideal teaching environment in classes where individuals will be more motivated free from an anxiety and to adopt a teaching and learning strategies. In this research, anxiety categories that are occurred in learning environment was identified with the help of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz and Cope (1986), that is frequently used in the literature. In addition, by the data obtained from exam anxiety scale developed by Sarason (1984), it aimed to study in what extent the exam anxiety effect the academic achievement of Kyrgyzstan-Turkey Manas University Preparatory classes students on Turkish language. According to the interpretation of empirical data obtained by multivariate statistical techniques, it was suggested to reduce the negative effects of anxiety in the learning process.
Abstract (Original Language): 
Kaygı, bireyin varoluşsal etmenlerinden biri olarak ortaya çıktığı gibi çoğunlukla yaşadığı fizik ve sosyal çevre ile etkileşimleri ve deneyimleri sonucunda görülen intrapsişik (intrapsychic) durumları ifade etmekte kullanılan bir kavram olarak da karşımıza çıkmaktadır. Konu ile ilgili yapılan bilimsel araştırmalarda yabancı dil öğreniminde gözlemlenen kaygı türünün genel kaygı kavramlaştırmalarından ayrı tutularak değerlendirildiği gözlemlenmektedir. Söz konusu çalışmalara göre kaygı daha çok psiko-motor üretime dönük dinleme ve konuşma becerilerinde görülmekte, ayrıca iletişim korkusundan, sınav kaygısından ve olumsuz değerlendirilme korkusundan kaynaklanan kaygı durumları da söz konusu olabilmektedir. Bu bulgular çerçevesinde ideal bir öğretim ortamında bireylerin yüksek bir güdülenme ile eğitim almaları adına kaygıdan etkilenmeyecekleri bir sınıf oluşturulması ve bu yönde bir öğretme-öğrenme stratejilerinin benimsenmesi gerektiği öngörülebilir. Bu araştırmada da ilgili literatürde sıkça kullanılan, kaygı belirleme ölçeklerinden, Horwitz ve Cope (1986) tarafından geliştirilen Yabancı Dil Öğrenme Kaygı Ölçeği (FLCAS) yardımıyla öğrenme ortamında oluşan kaygı kategorileri belirlenmiştir. Ayrıca Sarason (1984) tarafından geliştirilen sınav kaygısı ölçeğinden elde edilen verilerle de, sınav kaygısının Kırgızistan-Türkiye Manas Üniversitesi Türkiye Türkçesi Hazırlık Sınıflarında öğrenim gören üniversite öğrencilerinin akademik başarılarını ne yönde, ne kadar etkilediğinin araştırılması hedeflenmiştir. Çok değişkenli istatistiksel tekniklerle elde edilen deneysel verilerin yorumlanmasına göre de kaygının öğrenme sürecinde görülen olumsuz etkilerinin azaltılabilmesi için öneriler getirilmiştir.
1115-1158

REFERENCES

References: 

Aida,Y. (1994).Examination of Horwitz, Horwitz and Cope’s construction of foreign language anxiety: The case of students of Japanese. The Modern Language Journal,78,155-168.
Allwright, D. & Bailey, K.M.(1991). Focus on the Language Classroom. An Introduction to Classroom Research for Language Teachers. Cambridge: CUP. 144-175.
Aydın, B. (1999). “Konuşma ve Yazma Derslerinde Yabancı Dil Öğrenimindeki Kaygı Nedenleri. Yayınlanmamış doktora tezi. Anadolu Üniversitesi, Eskişehir. 112-116.
Aydın, S. ve Zengin, B. (2008).Yabancı Dil Öğreniminde Kaygı: Bir Literatür Özeti. Journal of Language and Linguistic Studies, vol.4,No.1. 81-94.
Batumlu, D.Z. ve Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yıldız Technical University School of foreign languages preparatory students, Egitimde Kuram ve Uygulama, 3(1), 24-28.
Beck, A.T., Emery, G. and Greenberg, R.L. (1985).Anxiety Disorders and Phobias. A cognitive Perspective. Basic Books. USA. Harper Collins Publishers.
Cattell, R.B. & Scheier, I.H. (1960). Stimuli related to stress, neuroticism, excitation, and anxiety response patterns. Journal of Abnormal and Social Psychology, 60, 195-204.
Chen, J. and Chang, C.C. (2009).Cognitive Load Theory : An Empirical Study of Aniety and Task Performance in Language Learning, Electronic Journal of Research in Educational Psychology,7(2),729-746.
Cheng, Y.S., Horwitz, E.K. & Schallert, D.L. (1999).Language anxiety: Differentiating writing and speaking components. Language Learning,49(3), 417-446. Clément, R. & Kruidenier, B.G. (1985). Aptitude, attitude and motivation in second language proficiency: A test of Clément’s model. Journal of Language and Social Psychology,4, 21-37.
Deffenbacher, J.L. (1978). Worry, emotionality and task-generated interference in test anxiety. Journal of Educational Psychologiy,70,248-254.
Deffenbacher, J.L. (1980). Worry and emotionality in test anxiety. In I. Sarason (Ed.), Test anxiety: Theory, research and applications,111-128. Hillsdale, NJ: Erlbaum.
Demirel, Ö. (2002). Yabancı Dil Eğitiminde Öğrenen Özerkliği. Milli Eğitim Dergisi. (Dr. Mirici ile) Ankara.
Dörnyei, Z. (2005).The Psychology of the Language Learner, Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates,Inc., Publishers.London.
Gass, S.M. and Selinker, L. (2008). Second Language Acquisition.An introductory course.Third edition.Routledge.New York and London.
Elkhafaifi, H.(2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89, 206-220.
Gardner, R.C. (1985). Social Psychological and second language learning: The roles of attitudes and motivation. London: Edward Arnold.
Gardner, R.C., Moorcroft, R. and MacIntyre, P.D. (1987). The role of anxiety in second language performance of language dropouts (Research Bulletin No. 657) London: University of Western Ontario.
Gardner, R.C. (1999). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41(1), 10-24. Gardner, R.C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41(1), 10-24.
Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Z. Dornyei & R. W. Schimidt (Eds.), Motivation and second language acquisition.1-19. Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Geen, R.G.(1987). Test anxiety and behavioral avoidance. Journal of Research in Personality, 21,481-488.
Geray, H. (2006).Toplumsal Araştırmalarda Nicel ve Nitel Yöntemlere Giriş. İletişim Alanından Örneklerle. Genişletilmiş 2. Baskı. Siyasal Kitabevi. Ankara.
Giddens, A. (2006). Sociology. 5th edition. Polity Press. USA. Cambridge.
Gravetter, F.J. & Wallnau, L.B. (2007). Statistics for the Behavioral Sciences. 7th edition. USA: Thomson & Wadsworth.
Gregersen, T. & Horwitz, E.K. (2002). Language learning and perfectionism: Anxious and non-anxious language learner’s reactions to their own oral performance. Modern Language Journal, 86(4), 562-570.
Gray, J.A. & Naughton, N. (2000).The neuropsychology of anxiety: An enquiry into the function of the septo-hippocampal system. Oxford: Oxford University Press.
Gündoğdu, M. (1994). “The Relationship Between Helpless Explanatory Style, Test Anxiety, and Academic Achievement Among Sixth Grade Basic Education Students.” A Master’s Thesis. Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri.
Erkan, Z. (2002).Ergenlerin Sosyal Kaygı Düzeyleri Ana-Baba Tutumları ve Ailede Görülen Risk Faktörleri Üzerine Bir Çalışma. Doktora Tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Anabilim Dalı.
Horwitz, E.K. (1986). Preliminary evidence for the reliability and validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20, 559-562.
Hortwitz, E.K., Horwitz, M.B. & Cope, J.(1986). Foreign language classroom anxiety. The Modern Language Journal, 70,125-132.
Hortwitz, E.K. (1987).Linguistic and communicative competence: Reassessing foreign language aptitude. In B. Van Patten, T. Dvorak & J. Lee (Eds.), Foreign Language Learning. 146-157.Cambridge, MA: Newbury House.
Horwitz, E. K. & Young, D. J.(Eds.). (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.
Horwitz, E.K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Horwitz, B. (2002).Communication Apprehension: Origins and Managements. New York: Thomson Learning.
Koruklu, N., Öner, H., ve Oktaylar, H. C.(2006). “Sınav Kaygısı ile Başa Çıkma Programının” Sınav Kaygısına Etkisine Yönelik Deneysel Bir Çalışma. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 19. 5-11.
MacIntyre, P.D.,& Gardner, R. C.(1991).Language anxiety: Its relationship to other anxieties and to processing in native and second language. Language Learning, 41,513-534.
MacIntyre, P.D. & Gardner, R. C. (1994).The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305. MacIntyre, P.D. & Gardner, R. C. (1994a). The Subtle effects of language anxiety on cognitive processing in the second language. Language Learning,44, 283-305.
MacIntyre, P.D. & Gardner, R. C. (1994b). The effects of induced anxiety on cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16, 1-17.
MacIntyre, P.D. (1999). Language anxiety: A review of the research for language teachers. In D.J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, 24-45. Boston: Mc Graw-Hill.
MacIntyre, P.D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences in second language acquisition. 45-68. Amsterdam: John Benjamins.
MacIntyre, P.D., MacKinnon, S.P. & Clément, R. (2009). Embracing affective ambivalence: A research agenda for understanding the interdependent processes of language anxiety and motivation. In P. Cheng and J.X. Yan (Eds.) Cultural Identity and Language Anxiety. Guilin: Guangxi Normal University.1-30.
MacIntyre, P.D. and Legatto, J. J. (2011).A Dynamic System Approach to Willingness to Communicate: Developing an Idiodynamic Method to Capture Rapidly Changing Affect. Applied Linguistics, 32(2), 149-171.
Pallant, J.(2007). SPSS survival manual a step by step guide to data analysis using SPSS for Windows third edition. New York: Open University Press.
Pappamihiel, N.E.(2002).English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English,36,327-355. Pinel, J.P.J. (2000). Biopsychology.4th edition. Allyn and Bacon. Pearson Education Company. London.
Price, M.L. (1991). “The Subjective Experience of Foreign Language Anxiety: Interviews with Highly Anxious Students” in E.K. Horwitz an D.J. Young. Language Anxiety, Englewood Cliffs, NJ: Prentice Hall.
Robinson, P.(2002). Individual Differences and Instructed Language Learning. Amsterdam/Philadelphia. John Benjamins Publishing Company.
Salim, A. (2004). Teacher’s Role, Learner’s Gender Differences, and FL Anxiety Among Seventh-Grade Students Studying English as a FL. Educational Psychology,24.711-721.
Sarason, I. G. (1980a).Introduction to the study of test anxiety. In I. G. Sarason (Ed.), Test Anxiety: Theory, research and applications. 3-14. Hillsdale, NJ: Erlbaum.
Sarason, I. G. (Ed.) (1980b). Test Anxiety: Theory, research and applications. Hillsdale, NJ: Erlbaum.
Sarason, I. G. (1984).Stress, anxiety, and cognitive, interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929-938.
Sarason, I. G. (1984). Test anxiety, worry, and cognitive interference. In R. Schwarzer (Ed.), Self-related cognitions in anxiety and motivation, 19-35. Hillsdale, NJ: Erlbaum.
Sarason, I.G. & Sarason, B.R.(1990). Test anxiety. In H. Leitenberg (Ed.), Handbook of social and evaluative anxiety,475-496. New York: Plenum Press.
Sarason, I.G., Sarason, B.R. & Pierce, G.R. (1990).Anxiety, cognitive interference, and performance. Journal of Social Behavior and Personality,5,1-18. Scovel, T. (1978). The effect of affect on foreign language learning: A Review of the Anxiety Research Language Learning, 28.
Sparks, R. & Ganschow, L. (2007).Is the foreşgn language classroom anxiety scale measuring anxiety or language skills? Foreign Language Annals, 40(2), 260-287.
Spielberger, C.D. (1966). Theory and research on anxiety. In C.D. Spielberger (Ed.), Anxiety and behavior.3-20.New York: Academic Press.
Von Wörde, R. (2003). Student’s Perspectives on Foreign Language Anxiety. Inquiry volume 8, (1),Virginia Community College System.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328.
Wine, J.D. (1982). Evaluation anxiety: A cognitive-attentional construct. In H. W. Krohne & L. Laux (Eds.), Achievement stress and anxiety. 207-219. Washington, DC: Hemisphere.
Zeidner, M. (1998). Respectives on Individual Differences. Test Anxiety The State of The Art. Kluwer Academic and Plenum Publishers. New York.
Zheng, Y. (2008). Anxiety and Second / Foreign Language Learning Revisited. Canadian Journal for New Scholars in Education, volume 1, issue 1. 1-12.

Thank you for copying data from http://www.arastirmax.com