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In the related" /> <meta property="article:author" content="https://manas.academia.edu/KadirYo%C4%9Furt%C3%A7u" /> <meta property="article:author" content="https://independent.academia.edu/KadirYo%C4%9Furt%C3%A7u" /> <meta name="description" content="An anxiety emerges both as one of the individual&#39;s existential factors and as one of the concepts used to express the intrapsychic situations as a result of interactions and experiences with physical and social environment. In the related" /> <title>(PDF) YABANCI DİL OLARAK TÜRKÇENİN ÖĞRENİMİNDE KAYGININ AKADEMİK BAŞARIYA ETKİSİ</title> <link rel="canonical" href="https://www.academia.edu/16860165/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87EN%C4%B0N_%C3%96%C4%9EREN%C4%B0M%C4%B0NDE_KAYGININ_AKADEM%C4%B0K_BA%C5%9EARIYA_ETK%C4%B0S%C4%B0" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = 'dc2ad41da5d7ea682babd20f90650302fb0a3a36'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1739797922000); window.Aedu.timeDifference = new Date().getTime() - 1739797922000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"An anxiety emerges both as one of the individual\u0026amp;#39;s existential factors and as one of the concepts used to express the intrapsychic situations as a result of interactions and experiences with physical and social environment. In the related scientific researches, a foreign language learning anxiety was observed to be taken into consideration as separate from the general anxiety conceptualization. According to these studies anxiety is noticed more in psycho-motor production-focused listening and speaking skills, as well as is originated from the fear of communication, exam anxiety and fear of negative grading. According to the these findings, it is assumed to create an ideal teaching environment in classes where individuals will be more motivated free from an anxiety and to adopt a teaching and learning strategies. In this research, anxiety categories that are occurred in learning environment was identified with the help of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz and Cope (1986), that is frequently used in the literature. In addition, by the data obtained from exam anxiety scale developed by Sarason (1984), it aimed to study in what extent the exam anxiety effect the academic achievement of Kyrgyzstan-Turkey Manas University Preparatory classes students on Turkish language. According to the interpretation of empirical data obtained by multivariate statistical techniques, it was suggested to reduce the negative effects of anxiety in the learning process.","author":[{"@context":"https://schema.org","@type":"Person","name":"Kadir Yoğurtçu","url":"https://manas.academia.edu/KadirYo%C4%9Furt%C3%A7u"},{"@context":"https://schema.org","@type":"Person","name":"Kadir Yoğurtçu","url":"https://independent.academia.edu/KadirYo%C4%9Furt%C3%A7u"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Kadir Yoğurtçu","url":"https://independent.academia.edu/KadirYo%C4%9Furt%C3%A7u"}],"dateCreated":"2015-10-15","dateModified":"2015-11-24","headline":"YABANCI DİL OLARAK TÜRKÇENİN ÖĞRENİMİNDE KAYGININ AKADEMİK BAŞARIYA ETKİSİ","image":"https://attachments.academia-assets.com/39223241/thumbnails/1.jpg","inLanguage":"tr","keywords":["Education","Educational Psychology","Teaching of Foreign Languages","Foreign language teaching and learning","Foreign Language Anxiety","Yabancılara Türkçe Öğretimi","Sınav Kaygısı","Durumluk Sürekli Kaygı"],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"manas"},{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}],"thumbnailUrl":"https://attachments.academia-assets.com/39223241/thumbnails/1.jpg","url":"https://www.academia.edu/16860165/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87EN%C4%B0N_%C3%96%C4%9EREN%C4%B0M%C4%B0NDE_KAYGININ_AKADEM%C4%B0K_BA%C5%9EARIYA_ETK%C4%B0S%C4%B0"}</script><style type="text/css">@media(max-width: 567px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: 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In the related scientific researches, a foreign language learning anxiety was observed to be taken into consideration as separate from the general anxiety conceptualization. According to these studies anxiety is noticed more in psycho-motor production-focused listening and speaking skills, as well as is originated from the fear of communication, exam anxiety and fear of negative grading. According to the these findings, it is assumed to create an ideal teaching environment in classes where individuals will be more motivated free from an anxiety and to adopt a teaching and learning strategies. In this research, anxiety categories that are occurred in learning environment was identified with the help of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz and Cope (1986), that is frequently used in the literature. In addition, by the data obtained from exam anxiety scale developed by Sarason (1984), it aimed to study in what extent the exam anxiety effect the academic achievement of Kyrgyzstan-Turkey Manas University Preparatory classes students on Turkish language. According to the interpretation of empirical data obtained by multivariate statistical techniques, it was suggested to reduce the negative effects of anxiety in the learning process."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"YABANCI DİL OLARAK TÜRKÇENİN ÖĞRENİMİNDE KAYGININ AKADEMİK BAŞARIYA ETKİSİ","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [7777331,30649053]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card ds-work-card--no-bottom-spacing"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":39223241,"attachmentType":"pdf"}"><img alt="First page of “YABANCI DİL OLARAK TÜRKÇENİN ÖĞRENİMİNDE KAYGININ AKADEMİK BAŞARIYA ETKİSİ”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/39223241/mini_magick20190223-30828-3pxhum.png?1550928210" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">YABANCI DİL OLARAK TÜRKÇENİN ÖĞRENİMİNDE KAYGININ AKADEMİK BAŞARIYA ETKİSİ</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="7777331" href="https://manas.academia.edu/KadirYo%C4%9Furt%C3%A7u"><img alt="Profile image of Kadir Yoğurtçu" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/7777331/2767126/56809698/s65_kadir.yo_urt_u.jpeg" />Kadir Yoğurtçu</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="30649053" href="https://independent.academia.edu/KadirYo%C4%9Furt%C3%A7u"><img alt="Profile image of Kadir Yoğurtçu" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/30649053/11354637/13969051/s65_kadir.yo_urt_u.jpg" />Kadir Yoğurtçu</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">57 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 16860165; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">An anxiety emerges both as one of the individual's existential factors and as one of the concepts used to express the intrapsychic situations as a result of interactions and experiences with physical and social environment. In the related scientific researches, a foreign language learning anxiety was observed to be taken into consideration as separate from the general anxiety conceptualization. According to these studies anxiety is noticed more in psycho-motor production-focused listening and speaking skills, as well as is originated from the fear of communication, exam anxiety and fear of negative grading. According to the these findings, it is assumed to create an ideal teaching environment in classes where individuals will be more motivated free from an anxiety and to adopt a teaching and learning strategies. In this research, anxiety categories that are occurred in learning environment was identified with the help of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz and Cope (1986), that is frequently used in the literature. In addition, by the data obtained from exam anxiety scale developed by Sarason (1984), it aimed to study in what extent the exam anxiety effect the academic achievement of Kyrgyzstan-Turkey Manas University Preparatory classes students on Turkish language. 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