KIRGIZ ÖĞRENCİLERİN YABANCI DİL OLARAK TÜRKÇE ÖĞRENME KAYGILARI
KYRGYZ STUDENTS’ ANXIETY FOR LEARNING TURKISH AS A FOREIGN LANGUAGE

Summary/Abstract: This study sets out to determine the anxiety levels of Kyrgyz students for learning Turkish as a foreign language in Kyrgyzstan / Bishkek Turkey Turkish Language Education and Training Center (TTÖMER) and to determine whether the sub-dimensions of the aforementioned anxiety level differs according to gender, age and language course level variables. “Turkish Learning Anxiety Scale of Foreigners” developed by Sevim (2019) has been used in the data collection phase of the study. The study has been designed as a causal-comparative research, one of the quantitative research designs. The study group consists of 179 Kyrgyz students studying at TTÖMER. It has been determined that the total anxiety levels of the Kyrgyz students for learning Turkish as a foreign language is at medium level. Besides it has been figured out that the highest anxiety level is at the “Comprehension-Instruction” subdimension and the lowest anxiety level is at the “Course process” subdimension. As a result of examining the total anxiety levels of Kyrgyz students about learning Turkish and the sub-dimensions of lesson process, daily life, understanding-telling according to gender, age and language course level variables, the following results were obtained: It was determined that the total anxiety scores of male participants about learning Turkish were higher than those of female participants. Additionally, it has been ascertained that the total anxiety scores of Kyrgyz students do not differ significantly according to age groups. The data of the students' levels are grouped in accordance with the Common European Framework of Reference for Languages (CEFR). However, the data for the sub-categories at each course level (A=A1+A2) are presented by combining them. It was found that the total anxiety scores of Kyrgyz students regarding learning Turkish showed a statistically significant difference according to their language course levels. It was seen that the anxiety level of the participants at A level was significantly higher than the participants at B and C levels. However, it was determined that the anxiety level of the participants at the B level was higher than the participants at the C level. As a result, it was observed that the level of anxiety decreased as the language course level increased.

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