Examination of Listening Anxiety of Turkish Language Teacher Candidates

Onur Er,Kürşad Çağrı Bozkirli,Faruk Polatcan

doi:10.11114/jets.v6i11.3572

Abstract

The purpose of this study is to examine the listening anxiety of Turkish language teacher candidates in terms of various variables. “Listening Anxiety Scale” developed by Maden and Durukan (2016) was used as data collection tool in the study conducted by a survey model. The Cronbach's Alpha coefficient of the scale was found to be 0.88. The data of the research was obtained from randomly selected 168 Turkish language teacher candidates studying in Atatürk University in 2017-2018 academic years. The obtained quantitative data by the application of the scale was transferred to SPSS Windows 15 package software program. As the result of the research using statistical package program for data analysis, it was found that even it has not been high, Turkish language teacher candidates have listening anxiety above the average and it was determined that listening anxiety has not differed significantly according to gender, grade, most frequently used language skill, and status of reading books regularly.

Highlights

Communication is compromising of at least two individuals1 by using different means such as written, verbal, non-verbal etc
This value is above the average with a minor score considering the highest score obtained from the anxiety scale can be 88. This finding indicates that Turkish language teacher candidates have a certain level of listening anxiety. 3.2 Do the Listening Anxiety of the Turkish Language Teacher Candidates Change According to Their Gender? Table 6
According to the obtained data, it has been revealed that Turkish language teacher candidates experience not a high level but a certain level of listening anxiety

Summary

Introduction

Communication is compromising of at least two individuals by using different means such as written, verbal, non-verbal etc. In this communication type, the speaker is in the position of the sender and the listener is the receiver. Due to the feedback characteristic of communication, the speaker can be the listener and the listener can become the speaker. According to the Turkish Language Association [TDK] 671), the word “listening” implies the action of listening while the word “listen to” implies paying attention in order to hear. In the literature (Arslan, 2017; Maden and Durukan, 2016; Melanlıoğlu, 2013; Topçuoğlu Ünal and Özer, 2014), it is highlighted that listening and hearing does not correspond to the same situation / action and that listening is the process of sense-making of what has been heard. In accordance with the stated opinion, the following statement is seen in one of the historical sources of the Turkish language Köl Tigin Inscription

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