Kuluşaklı Emine, Genç Gülten
Malatya Turgut Özal University, School of Foreign Languages, Malatya, Turkey.
İnönü University, Faculty of Education, Malatya, Turkey.
Heliyon. 2024 Jun 6;10(16):e32587. doi: 10.1016/j.heliyon.2024.e32587. eCollection 2024 Aug 30.
Communication in a foreign language is essential, and it requires an individual's competence in speaking skills. It needs to be improved to enhance an effective means of communication. The current study investigates the relationship between L2 communication apprehension and communicative competence of pre-service EFL teachers studying at a state university in Türkiye. The quantitative research approach focuses on understanding pre-service teachers' perceptions regarding communication apprehension and communicative competence. The study included 200 pre-service EFL teachers, with 146 female and 54 male participants. The age range of the participants was between 18 and 34. The results indicate that pre-service EFL teachers have varying levels of communication apprehension and are notably more apprehensive in certain situations. Additionally, the study found that perceived communication competence significantly influences communication apprehension. Some pedagogical strategies are discussed and suggested according to the findings of the study.
使用外语进行交流至关重要，这需要个人具备口语技能方面的能力。为了增强有效的交流方式，这种能力需要得到提高。当前的研究调查了在土耳其一所国立大学学习的职前英语教师的第二语言交流焦虑与交际能力之间的关系。定量研究方法侧重于了解职前教师对交流焦虑和交际能力的看法。该研究包括200名职前英语教师，其中有146名女性参与者和54名男性参与者。参与者的年龄范围在18岁至34岁之间。结果表明，职前英语教师的交流焦虑程度各不相同，并且在某些情况下明显更加焦虑。此外，研究发现，感知到的交际能力会显著影响交流焦虑。根据研究结果讨论并提出了一些教学策略。
