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YABANCI DİL KAYGISI: DİNLEME VE KONUŞMA

FOREIGN LANGUAGE ANXIETY: LISTENING AND SPEAKING

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Abstract (2. Language): 
This study investigated the foreign language anxiety learners experience in the classroom listening and speaking activities. In many early studies either listening or speaking skill has been examined in terms of foreign language anxiety but both of them have not been looked at. In addition, some studies have used the questionnaire developed by Horwitz etal. in 1986. In this study a questionnaire consisting of six questions were given to thirty-eight learners of English attending the Department of English Language and Literature at a university in Turkey. The first two questions of the questionnaire were in the form of Likert-type scaling whereas the other four were open-ended. The responses provided for the questions indicated thatlearners were not comfortable in speaking activities owing to communication apprehension and the fear of negative evaluations of their teachers and peers. As to the listening activities they had the difficulty of understandingthe conversations in the tapes and the videos used in the classroom. These findings of the study showed that foreign language anxiety is a hindrance in developing listening and speaking skills in learners as it blocks their comprehensionas well as production in the target language.
Abstract (Original Language): 
Bu çalışma öğrencilerin sınıf içi dinleme ve konuşma etkinliklerinde yaşadıkları yabancı dil kaygısını araştırdı. Daha önce yürütülen birçok çalışmada ya dinleme ya da konuşma becerisi yabancı dil kaygısı bakımından ele alınmış fakat her ikisi bir arada araştırılmamıştır. Ayrıca bazı çalışmalar Horwitz ve arkadaşlarınca 1986 yılında geliştirilen anketi kullanmıştır. Bu çalışmada ise altı sorudan oluşan bir anket Türkiye’deki bir üniversitesinin Đngiliz Dili ve Edebiyatı Bölümüne devam eden 38 öğrenciye verildi. Anketin ilk iki sorusu Likert-ölçeğine uygun diğer dört soru ise açık uçlu soru şeklindeydi. Sorulara verilen yanıtlar öğrencilerin iletişim tutukluğu ve öğretmen ve arkadaşlarının olumsuz değerlendirmeleri korkusundan dolayı konuşma etkinliklerinde rahat olmadıklarını belirtti. Dinleme etkinliklerine gelince sınıfiçinde kullanılan video ve teyp kasetlerindeki konuşmaları anlayamama güçlükleri vardı. Çalışmanın bu bulguları yabancı dil kaygısının hedef dilde üretimin yanı sıra anlamayı bloke ettiği için öğrencilerde dinleme ve konuşma becerilerinin gelişmesini engellediğini gösterdi.

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