Abstract
Yabancı dil kaygısı ile yabancı dil öğrenimi arasındaki negatif ilişki son kırk yılda iyice yerleşmiştir. Yine de, öğretmen dil kaygısı göreceli olarak incelenmemiş bir fenomen olarak kalmaya devam etmektedir. Bu çalışmanın amacı, anadili İngilizce olmayan yabancı öğretmen adaylarının yabancı dil kaygısı kaynaklarını ve etkilerini incelemektir. Bulgular, katılımcıların olumsuz değerlendirilme korkusu, hatalara ilişkin endişeler ve olumsuz benlik algıları nedeniyle endişe duyduklarını göstermektedir. Dil kaygısının, yabancı dil öğretimi üzerinde daha önce detaylı olarak araştırılmamış birtakım olumsuz etkileri olduğu da görülmektedir.
Highlights
Foreign language anxiety has interested language researchers and teachers ever since it was proposed as a major obstacle to effective foreign language teaching and learning in 1986 by Horwitz and her colleagues
From the self-reports of the student teachers in this study, it is clear that they suffer from notable foreign language anxiety
As explained earlier, there are a number of existing studies focusing on foreign language anxiety which had included teachers and student teachers as participants (e.g.,Gregersen & Horwitz, 2002; Rodriguez & Abreu, 2003)
Summary
Foreign language anxiety has interested language researchers and teachers ever since it was proposed as a major obstacle to effective foreign language teaching and learning in 1986 by Horwitz and her colleagues. It is safe to say that the majority of non-native teachers and student teachers have generally invested heavily in studying the target language they teach. They have spent considerable time and effort in developing their command of the target language. Just as research on learner foreign language anxiety has shown, high-level language learners often tend to overreact to the slight errors they make in the target language and experience feelings of worry and inadequacy as a result (Saito and Samimy, 1996). If such experiences of overreaction, worry, nervousness, and inadequacy occur often and repeatedly, they could engender feelings of full-blown foreign language anxiety in the target language
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