Üniversite hazırlık sınıfı öğrencilerinin İngilizce telaffuz kaygılarına ilişkin algıları

The purpose of this study is to explore the perceptions of pronunciation anxiety of preparatory class EFL learners majoring in different departments as well as their anxiety levels in the context of different variables. The subjects of this research are the students of School of Foreign Languages at Gazi University and Hacı Bayram University in Ankara, Turkey. This research was conducted by using a descriptive survey model, which is one of the quantitative research methods. The data for the study were collected through a questionnaire measuring the pronunciation anxiety of EFL learners, developed by Kralova, Skorvagova, Tirpakova and Markechova (2017) and translated by the researcher. The data collected within the scope of the research were analyzed using statistical package programs. Based on the analysis results, it was determined that the participants had mild pronunciation anxiety. When the anxiety levels of the participants were examined in terms of gender variable, it was found that there was a significant relationship between anxiety levels and gender. In addition, the findings of the study showed that the anxiety levels of the participants showed a significant difference in regard to their major. The findings of the study showed that there was a significant relationship between the level of perceived proficiency and pronunciation anxiety of the students. The relationship between hours of study and anxiety levels of students, another variable, was found to be significant. The results showed that there was a significant relationship between the variables of face-to-face and online interaction with English speaking individuals, and levels of pronunciation anxiety. When the anxiety levels of the participants were examined in terms of how long, where, and how they learned English, it was found that there was a significant relationship between anxiety levels and these variables. It was observed that there was a relationship between self-efficacy beliefs of the participants regarding their pronunciation skill, pronunciation anxiety and interest in pronunciation, and their pronunciation anxiety levels. In the light of these findings, a number of suggestions have been made such as activities to reduce anxiety levels in the classrooms and redesigning the curriculum to increase speaking activities.