ANALYZING SECONDARY SCHOOL ENGLISH AS A FOREIGN LANGUAGE STUDENTS' AFFECTIVE FEATURES IN TERMS OF DIFFERENT VARIABLES
Küçük Resim Yok
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, İngilizceyi yabancı dil olarak öğrenen ortaokul öğrencilerinin duyuşsal özelliklerini açığa çıkarmak ve bu özellikleri cinsiyet ve ebeveynlerinin İngilizce derslerine yardım sıklığı değişkenleri açısından incelemektir. Ayrıca, duyuşsal özelliklerin boyutları arasındaki ilişki incelenmiştir. Bu nicel çalışmaya Bolu'daki dört farklı devlet ortaokulundan 5., 6., 7. ve 8. sınıfa giden 1019 öğrenci katılmıştır. Veriler Likert-tipi bir anketle toplanmış ve SPSS 23'de analiz edilmiştir. Sonuçlar, araştırmanın yapıldığı bağlamda ortaokul öğrencilerinin dil öğrenme motivasyonlarının yüksek ve yabancı dil kaygılarının düşük olduğunu göstermiştir. Ayrıca, katılımcıların duyuşsal özelliklerinin cinsiyet ve ebeveynlerinin İngilizce derslerine yardım sıklığı değişkenlerine göre farklılık gösterdiği bulunmuştur. Bunun yanı sıra, motivasyon ve yabancı dil kaygısı arasında olumsuz bir ilişki saptanmıştır. Dolayısıyla, çocukların yabancı dil öğrenme motivasyonlarını artırıcı ve kaygılarını azaltıcı etkinlilerin uygulanması önerilmektedir.
This study aims to reveal the affective features of secondary school English as a Foreign Language (EFL) students and to investigate whether their affective features differ in terms of the variables of gender and the frequency of parental help with their children's English class. Also, the relationship among the dimensions of affective features was explored. In the 5th, 6th, 7th and 8th grades of four different state secondary schools in Bolu, Turkey, 1019 students took part in this quantitative study. The data was collected by means of a Likert-type questionnaire, and the data was analyzed using the Statistical Package for the Social Sciences (SPSS) 23. The results indicate that students' motivation to learn the language is high in the context of this research study while their foreign language anxiety level is low. It was also found that their affective features show variation depending on the variables of gender and the frequency of parental help with their children's English class. Moreover, a negative correlation was revealed between motivation and foreign language anxiety. Therefore, it is suggested that activities which increase young learners' foreign language learning motivation as well as decrease their anxiety should be implemented.
This study aims to reveal the affective features of secondary school English as a Foreign Language (EFL) students and to investigate whether their affective features differ in terms of the variables of gender and the frequency of parental help with their children's English class. Also, the relationship among the dimensions of affective features was explored. In the 5th, 6th, 7th and 8th grades of four different state secondary schools in Bolu, Turkey, 1019 students took part in this quantitative study. The data was collected by means of a Likert-type questionnaire, and the data was analyzed using the Statistical Package for the Social Sciences (SPSS) 23. The results indicate that students' motivation to learn the language is high in the context of this research study while their foreign language anxiety level is low. It was also found that their affective features show variation depending on the variables of gender and the frequency of parental help with their children's English class. Moreover, a negative correlation was revealed between motivation and foreign language anxiety. Therefore, it is suggested that activities which increase young learners' foreign language learning motivation as well as decrease their anxiety should be implemented.
Açıklama
Anahtar Kelimeler
[No Keywords]
Kaynak
Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
16
Sayı
2
