Araştırma Makalesi
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Exploring English Major Students’ Pronunciation Anxiety

Yıl 2023, Cilt: 2023 Sayı: 21, 522 - 548, 31.10.2023

Didem Erdel

https://doi.org/10.46778/goputeb.1255997

Öz

This paper reports a descriptive account of English language learners’ perceived pronunciation anxiety, which is a relatively underexplored area of foreign language learning anxiety. The participants of the study were English Language and Literature students studying at a public university in Türkiye in the 2022-2023 academic year. The research data were collected through a questionnaire survey form consisting of the Measure of Pronunciation Anxiety in Foreign Language Classroom (MPA-FLC) and a personal information section and were analyzed via statistical tests in SPSS. The findings indicated that the students felt mild-to-moderate levels of pronunciation anxiety and that the pronunciation anxiety component with the highest rating was beliefs about pronunciation and its importance as a communicative skill. The study also sought to examine the effects of some learner characteristics on pronunciation anxiety. The findings demonstrated that the students’ gender, perceived English proficiency and previous language learning experiences influenced their anxiety levels whereas the variables of age and year of study in the department had no significant effects on student responses. The females, those students with lower levels of perceived proficiency, and those who received intensive English language education at the foreign language departments at high school reported higher pronunciation anxiety. The results are discussed in the light of available literature providing implications and recommendations for further research.

Anahtar Kelimeler

Pronunciation Anxiety Foreign Language Learning Anxiety English Language Learning

Kaynakça

  • Atay, D., & Kurt, G., (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal 8(4), 100-118.
  • Baran-Łucarz, M. (2013). Phonetics learning anxiety–results of a preliminary study. Research in Language, 11(1), 57-79. https://doi.org/10.2478/v10015-012-0005-9
  • Baran-Łucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. Canadian Modern Language Review, 70(4), 445-473. https://doi.org/10.3138/cmlr.2666
  • Baran-Łucarz, M. (2016). Conceptualizing and measuring the construct of pronunciation anxiety: results of a pilot study. In Pawlak, M. (ed.) Classroom-oriented research. Second language learning and teaching. (pp. 39-56). Springer. https://doi.org/10.1007/978-3-319-30373-4_3
  • Baran-Łucarz, M., & Lee, J. H. (2021). Selected determinants of pronunciation anxiety. International Journal of English Studies, 21(1), 93-113. https://doi.org/10.6018/ijes.426411
  • Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37(4), 664-675. https://doi.org/10.1016/j.system.2009.09.010
  • Bosmans, D., & Hurd, S. (2016). Phonological attainment and foreign language anxiety in distance language learning: A quantitative approach. Distance Education, 37(3), 287-301. https://doi.org/10.1080/01587919.2016.1233049
  • Chang, A. C. (2008). Sources of listening anxiety in learning English as a foreign language. Perceptual and Motor Skills 10(1), 21–34. https://doi.org/10.2466/pms.106.1.21-34
  • Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals 35(6), 647–656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
  • Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095
  • Dörnyei, Z. (2011). Research methods in applied linguistics. Oxford.
  • Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal 89(2), 206–220. https://doi.org/10.1111/j.1540-4781.2005.00275.x
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non‐anxious language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570. https://doi.org/10.1111/1540-4781.00161
  • Guiora, A. Z., Beit-Hallahmi, B., Brannon, R. C., Dull, C. Y., & Scovel, T. (1972). The effects of experimentally induced changes in ego states on pronunciation ability in a second language: An exploratory study. Comprehensive Psychiatry, 13(5), 421-428. https://doi.org/10.1016/0010-440X(72)90083-1
  • Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. https://doi.org/10.1017/S0267190501000071
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167. https://doi.org/10.1017/S026144480999036X
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
  • Kafes, H. (2018). A Study on Pronunciation Anxiety of Pre-service ELT teachers. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(Special Issue 2), 1813-1827.
  • Kralova, Z., Skorvagova, E., Tirpakova, A., & Markechova, D. (2017). Reducing student teachers' foreign language pronunciation anxiety through psycho-social training. System, 65, 49-60. https://doi.org/10.1016/j.system.2017.01.001
  • 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. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
  • Martin, S., Alvarez, I. M., & Espasa, A. (2022). Video feedback and foreign language anxiety in online pronunciation tasks. International Journal of Educational Technology in Higher Education, 19, 19. https://doi.org/10.1186/s41239-022-00324-y
  • Moyer, A. (2004). Age, accent and experience in second language acquisition: An integrated approach to critical period inquiry. Multilingual Matters.
  • Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239. https://doi.org/10.1017/S0142716499002039
  • Park, G. P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41(2), 462-471. https://doi.org/10.1016/j.system.2013.04.001
  • Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. The Modern Language Journal, 76(1), 14-26. https://doi.org/10.2307/329894
  • Piniel, K., & Zólyomi, A. (2022). Gender differences in foreign language classroom anxiety: Results of a meta-analysis. Studies in Second Language Learning and Teaching, 12(2), 173-203. http://dx.doi.org/10.14746/ssllt.2022.12.2.2
  • Price, M.L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E.K. Horwitz & D.J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 101–108). Prentice Hall.
  • Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202-218. https://doi.org/10.1111/0026-7902.00016
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x
  • Seçer, İ., (2015). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma [Practical data analysis with SPSS and LISREL: Analysis and Reporting](2nd Ed.). Anı Publishing.
  • Suzukida, Y. (2021). The contribution of individual differences to L2 pronunciation learning: Insights from research and pedagogical implications. RELC Journal, 52(1), 48-61. http://dx.doi.org/10.1177/0033688220987655
  • Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300. https://doi.org/10.14746/ssllt.2011.1.2.7
  • Szyszka, M. (2017). Pronunciation learning strategies and language anxiety. Springer.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Tekten, B. (2020). An investigation of adult EFL learners' foreign language pronunciation anxiety and reconceptualized L2 motivational self-system regarding English pronunciation in the context of a higher education institution in Turkey [Unpublished master’s thesis]. Bilkent University.
  • Vogely, A. (1998). Listening comprehension anxiety: students’ reported sources and solutions. Foreign Language Annals 31, 67–80. https://doi.org/10.1111/j.1944-9720.1998.tb01333.x
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328. https://doi.org/10.1177/0033688206071315
  • Yağız, O. (2018). An adaptation study of the measure of pronunciation anxiety in the foreign language classroom into Turkish language and culture. Kastamonu Education Journal, 26(5), 1519-1526.
  • Yılmaz, S. (2019). Learners’ perceptions of their English pronunciation anxiety at tertiary level. [Unpublished master’s thesis]. Akdeniz University.
  • Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals 23(6), 539–553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
  • Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439. https://doi.org/10.2307/329492

İngilizce Ana Dal Öğrencilerinin Telaffuz Kaygısı

Yıl 2023, Cilt: 2023 Sayı: 21, 522 - 548, 31.10.2023

Didem Erdel

https://doi.org/10.46778/goputeb.1255997

Öz

Bu çalışma, İngilizce öğrenenlerin telaffuz kaygısını betimsel bir yaklaşımla araştırmayı amaçlamaktadır. Araştırmanın katılımcıları, 2022-2023 akademik yılında Türkiye'de bir devlet üniversitesinde öğrenim gören İngilizce Dili ve Edebiyatı Lisans Programı öğrencileridir. Araştırma verileri, Yabancı Dil Sınıfında Telaffuz Kaygısı Ölçeği (MPA-FLC) ve kişisel bilgiler bölümünden oluşan bir anket formu aracılığıyla toplanmış ve SPSS'de istatistiksel testler aracılığıyla analiz edilmiştir. Bulgular, öğrencilerin hafif ile orta düzeyde telaffuz kaygısı hissettiklerini ve en yüksek derecedeki telaffuz kaygısı alt boyutunun, telaffuza ve onun iletişimsel bir beceri olarak önemine dair inançlar olduğunu göstermiştir. Çalışma ayrıca bazı öğrenen özelliklerinin telaffuz kaygısı üzerindeki etkilerini incelemeyi amaçlamıştır. Sonuçlar, öğrencilerin cinsiyetinin, algılanan İngilizce yeterliliğinin ve önceki dil öğrenme deneyimlerinin kaygı düzeylerini etkilediğini, yaş ve bölümdeki öğrenim yılı değişkenlerinin ise öğrenci yanıtları üzerinde anlamlı bir etkiye sahip olmadığını göstermiştir. Kadınlar, yeterlik algısı daha düşük olan öğrenciler ve lisede yabancı dil bölümlerinde yoğun İngilizce dil eğitimi alanlar daha yüksek telaffuz kaygısı bildirmiştir. Sonuçlar, mevcut alan yazın ışığında tartışılarak gelecek araştırmalar için öneriler sunulmuştur.

Anahtar Kelimeler

Telaffuz Kaygısı Yabancı Dil Öğrenme Kaygısı İngilizce Öğrenimi

Kaynakça

  • Atay, D., & Kurt, G., (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal 8(4), 100-118.
  • Baran-Łucarz, M. (2013). Phonetics learning anxiety–results of a preliminary study. Research in Language, 11(1), 57-79. https://doi.org/10.2478/v10015-012-0005-9
  • Baran-Łucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. Canadian Modern Language Review, 70(4), 445-473. https://doi.org/10.3138/cmlr.2666
  • Baran-Łucarz, M. (2016). Conceptualizing and measuring the construct of pronunciation anxiety: results of a pilot study. In Pawlak, M. (ed.) Classroom-oriented research. Second language learning and teaching. (pp. 39-56). Springer. https://doi.org/10.1007/978-3-319-30373-4_3
  • Baran-Łucarz, M., & Lee, J. H. (2021). Selected determinants of pronunciation anxiety. International Journal of English Studies, 21(1), 93-113. https://doi.org/10.6018/ijes.426411
  • Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37(4), 664-675. https://doi.org/10.1016/j.system.2009.09.010
  • Bosmans, D., & Hurd, S. (2016). Phonological attainment and foreign language anxiety in distance language learning: A quantitative approach. Distance Education, 37(3), 287-301. https://doi.org/10.1080/01587919.2016.1233049
  • Chang, A. C. (2008). Sources of listening anxiety in learning English as a foreign language. Perceptual and Motor Skills 10(1), 21–34. https://doi.org/10.2466/pms.106.1.21-34
  • Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals 35(6), 647–656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
  • Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095
  • Dörnyei, Z. (2011). Research methods in applied linguistics. Oxford.
  • Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal 89(2), 206–220. https://doi.org/10.1111/j.1540-4781.2005.00275.x
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non‐anxious language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570. https://doi.org/10.1111/1540-4781.00161
  • Guiora, A. Z., Beit-Hallahmi, B., Brannon, R. C., Dull, C. Y., & Scovel, T. (1972). The effects of experimentally induced changes in ego states on pronunciation ability in a second language: An exploratory study. Comprehensive Psychiatry, 13(5), 421-428. https://doi.org/10.1016/0010-440X(72)90083-1
  • Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. https://doi.org/10.1017/S0267190501000071
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167. https://doi.org/10.1017/S026144480999036X
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
  • Kafes, H. (2018). A Study on Pronunciation Anxiety of Pre-service ELT teachers. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(Special Issue 2), 1813-1827.
  • Kralova, Z., Skorvagova, E., Tirpakova, A., & Markechova, D. (2017). Reducing student teachers' foreign language pronunciation anxiety through psycho-social training. System, 65, 49-60. https://doi.org/10.1016/j.system.2017.01.001
  • 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. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
  • Martin, S., Alvarez, I. M., & Espasa, A. (2022). Video feedback and foreign language anxiety in online pronunciation tasks. International Journal of Educational Technology in Higher Education, 19, 19. https://doi.org/10.1186/s41239-022-00324-y
  • Moyer, A. (2004). Age, accent and experience in second language acquisition: An integrated approach to critical period inquiry. Multilingual Matters.
  • Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239. https://doi.org/10.1017/S0142716499002039
  • Park, G. P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41(2), 462-471. https://doi.org/10.1016/j.system.2013.04.001
  • Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. The Modern Language Journal, 76(1), 14-26. https://doi.org/10.2307/329894
  • Piniel, K., & Zólyomi, A. (2022). Gender differences in foreign language classroom anxiety: Results of a meta-analysis. Studies in Second Language Learning and Teaching, 12(2), 173-203. http://dx.doi.org/10.14746/ssllt.2022.12.2.2
  • Price, M.L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E.K. Horwitz & D.J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 101–108). Prentice Hall.
  • Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202-218. https://doi.org/10.1111/0026-7902.00016
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x
  • Seçer, İ., (2015). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma [Practical data analysis with SPSS and LISREL: Analysis and Reporting](2nd Ed.). Anı Publishing.
  • Suzukida, Y. (2021). The contribution of individual differences to L2 pronunciation learning: Insights from research and pedagogical implications. RELC Journal, 52(1), 48-61. http://dx.doi.org/10.1177/0033688220987655
  • Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300. https://doi.org/10.14746/ssllt.2011.1.2.7
  • Szyszka, M. (2017). Pronunciation learning strategies and language anxiety. Springer.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Tekten, B. (2020). An investigation of adult EFL learners' foreign language pronunciation anxiety and reconceptualized L2 motivational self-system regarding English pronunciation in the context of a higher education institution in Turkey [Unpublished master’s thesis]. Bilkent University.
  • Vogely, A. (1998). Listening comprehension anxiety: students’ reported sources and solutions. Foreign Language Annals 31, 67–80. https://doi.org/10.1111/j.1944-9720.1998.tb01333.x
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328. https://doi.org/10.1177/0033688206071315
  • Yağız, O. (2018). An adaptation study of the measure of pronunciation anxiety in the foreign language classroom into Turkish language and culture. Kastamonu Education Journal, 26(5), 1519-1526.
  • Yılmaz, S. (2019). Learners’ perceptions of their English pronunciation anxiety at tertiary level. [Unpublished master’s thesis]. Akdeniz University.
  • Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals 23(6), 539–553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
  • Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439. https://doi.org/10.2307/329492
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Didem Erdel 0000-0002-3923-4934

Yayımlanma Tarihi 31 Ekim 2023
Gönderilme Tarihi 24 Şubat 2023
Kabul Tarihi 12 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 2023 Sayı: 21

Kaynak Göster

APA Erdel, D. (2023). Exploring English Major Students’ Pronunciation Anxiety. Uluslararası Türk Eğitim Bilimleri Dergisi, 2023(21), 522-548. https://doi.org/10.46778/goputeb.1255997
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