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ADAY ÖĞRETMENLERİN YABANCI DİL ÖĞRENİMİ HAKKINDAKİ İNANIŞLARININ EĞİTİM YILI BAZINDA İLİŞKİLENDİRİLMESİ

PRE-SERVICE TEACHERS’ BELIEFS ABOUT FOREIGN LANGUAGE LEARNING IN RELATION TO YEAR OF STUDY

Journal Name:

  • Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2012

Key Words:

Keywords (Original Language):

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Abstract (2. Language): 
The present study examines the language learning beliefs of 108 pre-service English language teachers. The aims of this study are threefold: First, it elucidates the beliefs of those students; second, it investigates whether those beliefs vary in terms of the students’ year of study at the university; and third, it assesses the effects of factors such as gender and length of learning English on the beliefs of students. Data were collected via a questionnaire which was based on Horwitz’s “Beliefs About Language Learning Inventory” (BALLI) (1987).The data were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings indicate that most of the participants are motivated to learn a foreign language. Also, the 4th year students’ beliefs are more optimistic than the 1st and 2nd year ones. Lastly, gender and length of learning English were found to have no profound effect on students’ beliefs.
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Abstract (Original Language): 
Bu çalışma 108 aday İngiliz dili öğretmeninin dil öğrenmeye yönelik inanışlarını incelemektedir. Çalışmanın amaçları üç yönlüdür. İlk olarak, mevcut öğrencilerin yabancı dil öğrenme inanışlarını açıklamaktadır; ikinci olarak ise bu inanışların öğrencilerin üniversitedeki eğitim yılına göre farklılık gösterip göstermediği sorgulanmakta, üçüncü olarak cinsiyet ve İngilizceyi öğrenme süresi gibi faktörlerin öğrencilerin inanışlarına olan etkisi bildirilmektedir. Gerekli bilgi Horwitz’in Dil Öğrenme İnanışları Envanteri’ne (BALLI) (1987) dayanarak oluşturulan anket aracılığıyla toplanmıştır. Veri, Sosyal Bilimler İçin İstatiksel Paket (SPSS) kullanılarak analiz edilmiştir. Bulgular katılımcıların büyük bir çoğunluğunun yabancı dil öğrenmeye karşı hevesli olduğunu göstermektedir. Ayrıca 4. sınıf öğrencilerinin inanışları 1. ve 2. sınıf öğrencilerine nazaran daha iyimserdir. Son olarak cinsiyet ve İngilizceyi öğrenme süresinin inanışlar üzerinde esaslı bir etki bırakmadığı tespit edilmiştir.
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  • English

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