Sürdürülebilir Kalkınma Amaçları
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- Kitap BölümüYalnız künye2022Foreign Language Apprehension and Interview Success
Dolgunsöz, Emrah
A job interview (or employment interview) is a common hiring method involving a conversation between a job applicant (interviewee) and a representative of an employer (interviewer) which is conducted to assess and evaluate the suitability of the applicant for the job (Dipboye, Macan and Shahani-Denning 2012). Depending on the company profile, the type of position and the job requirements, applicants are assessed and evaluated by companies in various dimensions ranging from presentability to academic efficiency. Although the criteria of companies vary a lot, all interviews engender a phenomenon called interview anxiety. It is generally the sum of annoying and unpleasant feelings before or during a job interview (McCarthy and Goffin 2004) due to reasons such as lack of control during interviews (Jones and Pinkney 1989) or being evaluated by a stranger in an interactional environment (Ayres et al. 1998). Common symptoms of interview anxiety manifest in long and frequent pauses while talking, slow speech or licking lips (Feiler and Powell 2016). Besides the regular procedures of employment interviews, global companies operating in non-English-speaking countries also assess the English language competency of the applicants during interviews. These companies value proficiency in English and it is a vital prerequisite of international communication for these types of companies. Foreign language (mostly English) assessment commonly focuses on the oral skills of the applicants and how good they are at communicating in the English language. The inclusion of this evaluation in job interviews certainly has merit; however, it also has the potential to increase the anxiety experienced during interviews due to the phenomenon called foreign language anxiety (FLA). Anxiety, in general, is defined as a common subjective feeling of unease, discomfort, and worry often accompanied by some physiological symptoms. FLA refers to the specific type of anxiety that emerges in a foreign language context (MacIntyre 1999). FLA causes low foreign language performance causing anxious individuals to commit various linguistic and phonological errors. Considering that employment interviews are already anxiety-provoking processes, this study hypothesizes that the inclusion of foreign language assessment during interviews elevates anxiety due to FLA, and aims to examine how this experience affects employment interview success.
- MakaleAçık Erişim2020Tracking the pre-service teachers’ development of communicative skills and their beliefs towards communicative approach
Kurnaz, Yıldıray; Özbay, Ali Şükrü
Concerns about the purpose of developing communicative skills in English teaching and approaches to overcome these concerns have always had an important place in language teaching. In this context, besides the fact that teachers‟ roles are important, their beliefs about the approach have a profound influence on their professional achievement. In this regard, the aim of the present study was to determine Turkish English as a Foreign Language (EFL) student teachers‟ beliefs about developing their communicative skills with the communicative approach in Turkish context. The data obtained through Pre-Service Teacher Beliefs Questionnaire, in which 445 participants took part, and focus group interviews with 28 participants at several times and places were analysed by quantitative and qualitative data analysis methods respectively. As a result of the analysis, it was found that EFL student teachers generally had positive attitudes towards improving communicative skills of their prospective students with communicative approach; however, it was difficult for this approach to work properly in Turkey and in Turkish education system due to various reasons. In addition, it was found that EFL student teachers' self-efficacy beliefs were correlated with their attitudes towards the approach, and that many sub-factors such as second language proficiency also had an influence on the attitudes. Lastly, these findings were found to be significantly different according to the departments (ELL, ELT) rather than age and gender.
AtıfScopus3OpenAlex4
İncele - MakaleAçık Erişim2019Scopus SJRQ4The effect of taboo content on incidental vocabulary acquisition in a foreign language: A facial expression analysis study
Dolgunsöz, Emrah
This study aims to examine how taboo content affects language learner psychology and language learning gains in a multi-modal learning environment by using facial expression analysis. 40 Muslim language learners were initially asked about their opinions on pork and watched a subtitled cooking video including pork visuals and their facial expressions were recorded. Before watching the video, only 20 of them were told it was lamb. The video was followed by a stimulated recall procedure, a cloze test and an output test. The results of the facial data analysis showed that Muslim learners were disgusted by the taboo content, which was in line with their opinions on pork taboo. However, this negative emotion did not significantly affect their test performance. Computer assisted facial expression analysis was also introduced as a biometric research technique for second language research.
AtıfScopus2WoS1OpenAlex5
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