Yabancı Dil Olarak Türkçe Öğrenen Öğrencilerin Konuşma Kaygısının Araştırılması

Abstract

The primary goal of foreign language teaching is to enable individuals to achieve communicative competence in the target language. This competence is based on the development of four fundamental skills: listening, reading, writing, and speaking. However, speaking is considered one of the most challenging areas for language learners. One of the main reasons for this difficulty is the speaking anxiety experienced by individuals during the language learning process. Speaking anxiety reduces the frequency of language practice, negatively affecting learning motivation and communicative competence. This study aims to examine the levels of speaking anxiety among learners of Turkish as a foreign language and to identify the factors influencing this anxiety. The research analyzes variables such as gender, age, educational background, length of stay in Turkey, the number of foreign languages known, and teacher attitudes in relation to speaking anxiety. The study was conducted with 248 B1-level students studying at Ankara University TÖMER. A 33-item scale was used to assess speaking anxiety, and the data were evaluated using statistical methods. To identify the sources of anxiety experienced by learners of Turkish as a foreign language, the Turkish version of the "Foreign Language Classroom Anxiety" scale developed by Horwitz, Horwitz, and Cope (1986) was used. This Turkish version had been validated for reliability and validity by Aydın, Harputlu, Güzel, Çelik, Uştuk, and Genç (2016) in their study titled "A Turkish Version of the Foreign Language Anxiety Scale: Reliability and Validity." The results of the study indicate that speaking anxiety is significantly influenced by various individual and environmental factors. In particular, supportive teacher attitudes and the creation of a secure classroom environment play a critical role in reducing speaking anxiety. Additionally, it was found that the number of foreign languages known by the students, their age, and their educational level are significant determinants of their anxiety levels. These findings suggest that speaking anxiety in the language learning process not only affects academic performance but also impacts students' psychological well-being and social communication skills. In conclusion, incorporating student-centered teaching approaches and anxiety-reducing strategies into the curriculum will enhance language learning success and improve the overall quality of Turkish language instruction.