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- Title
Türkçeyi Yabancı Dil Olarak Öğrenen Öğrencilerin Öğrenen Özerkliği Algısı ile Türkçe Öğrenmeye Yönelik Kaygıları.
- Authors
ÖZERBAŞ, M. Arif; YILMAZ, Kürşad; BABATÜRK, Semih; İNALÖZ, Ahmet Buğra
- Abstract
The aim of this study is to determine the relationship between the learner autonomy perception of students learning Turkish as a foreign language and their anxiety towards learning Turkish. There were 316 university students in the sample of the research which was carried out by using the relational survey model. The data of the research were collected with the Learner Autonomy Scale for Teaching Turkish as a Foreign Language and the Turkish Learning Anxiety Scale of Foreigners. Descriptive statistics, t-test, ANOVA and Pearson correlation coefficient were used in the analysis of the data. According to the findings, the participants were found to have a very high level of learner autonomy. While the participants' perceptions of learner autonomy in the total score differed according to gender and the settlement where the student came from, their views on the process dimension differed according to gender. Students' anxiety towards learning Turkish was found to be at a very low level. The participants' anxiety levels towards learning Turkish, lesson process, daily life and the understanding-telling process differed according to the mother tongue. There were inverse, low-level and statistically significant relationships between the students' perceptions of learner autonomy and its sub-dimensions, and the anxiety about learning Turkish and its sub-dimensions. Accordingly, it could be said that as the learner autonomy perception of the students learning Turkish as a foreign language increased, their anxiety towards learning Turkish decreased, or as the learner autonomy perception of the students decreased, their anxiety towards learning Turkish increased.
- Subjects
PSYCHOLOGY of students; LEARNER autonomy; PEARSON correlation (Statistics); TURKS; TURKISH language
- Publication
Gazi University Journal of Gazi Educational Faculty (GUJGEF), 2023, Vol 43, Issue 1, p73
- ISSN
1301-9058
- Publication type
Article
- DOI
10.17152/gefad.1189005