Negative Feelings of Turkish Students in EFL Learning Process

Autor/inn/en	Uysal, Derya; Güven, Meral
Titel	Negative Feelings of Turkish Students in EFL Learning Process
Quelle	3 (2018) 4, S.120-140 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2537-1754
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Student Attitudes; Teacher Attitudes; Barriers; Learning Processes; Negative Attitudes; Case Studies; Instructional Design; Teacher Education Programs; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schülerverhalten; Lehrerverhalten; Learning process; Lernprozess; Negative Fixierung; Case study; Fallstudie; Case Study; Lesson concept; Lessonplan; Unterrichtsentwurf; Türkei
Abstract	The students might have either negative or positive feelings for different components of foreign language process. While positive feelings and emotions support the language acquisition process and push the students to learn the language, negative feelings block the process as they cause the learner to erect barriers to learning a foreign language. In case this process is directed by a teacher who is aware of the barriers of the students and sensitive to them, it is possible to replace negative feelings with the positive ones. The purpose of the current study is to reveal the sources of the negative feelings which hinder EFL learning process of the students in English language preparatory program in Eskisehir Osmangazi University Foreign Languages Department. Case study research design was used in order to examine the phenomenon of underlying reasons of negative feelings students associate with language learning process. Self-reports of the participants constituted the data source of the study. The data of the study was gathered through the interviews conducted with 31 students and 20 English instructors and the data gathered was analyzed inductively. The findings revealed four categories that represent the sources of students' negative feelings: teacher-oriented negative feelings, classroom oriented negative feelings, and system oriented negative feelings, and student-oriented negative feelings. The results imply a need for instructional design studies targeting to incorporate affective domain variables into teacher education programs and in-service teacher training programs. Also, suggestions for future research are presented. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01