TÜRKİYE'DE ÜNİVERSİTE HAZIRLIK SINIFLARINDA OKUYAN TÜRK VE YABANCI UYRUKLU ÖĞRENCİLERİN İNGİLİZCE KONUŞMA BECERİLERİNİ GELİŞTİRMEDE DUYUŞSAL FAKTÖRLERLE BAŞA ÇIKMA STRATEJİLERİNİN KARŞILAŞTIRILMASI
International Journal of Language Academy
Language learning and teaching has always been a crucial issue due to newly emerging circumstances and rapidly increasing requirements of the globalizing world. There are many researches in this field to help learners and teachers overcome difficulties and have achievements in language. Compared to other skills, speaking in a different language is the most challenging one for learners. Besides cognitive, personal, social factors, etc., affective ones like motivation, confidence and anxiety also
... ce and anxiety also have an important role in performing speaking. Individuals learn a language well if they have an intelligible input and their affective filters are low enough to let it in. In studies on this area, learners report that their speaking performances are obstructed because a mental block prevents them realizing a good speaking when they feel unmotivated, anxious or insecure. It is therefore important to find strategies so as to handle negative emotions in learners and teachers in helping them. The target of this study is to find affective variables domestic (Turkish) and international students in preparatory classes of two state universities in Turkey might have in speaking English and to explore different strategies that are used to lower affective filter and its correlation with their achievement through speaking grades. The study, which was carried upon 11 Turkish and 11 international students, shows that international students have higher values in affective factors like self-confidence, motivation in, and attitude towards speaking English than Turkish students. Also, their speaking scores and affective strategy use are ahead of those of Turkish students.