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Yazma eğitimini olumsuz etkileyen durumlardan biri olarak yazma kaygısı, öğrencilerin yazma beceri gelişimini engellemektedir. Yazma eğilimi yazma ilgi ve isteğiyle becerinin kullanılma oranıdır. Dolayısıyla yazma becerisinin kazanımı, gelişimi ve alışkanlık hâline getirilmesi yazma kaygısıyla olduğu kadar yazma eğilimiyle de ilişkilidir. Çalışmanın amacı Türkçe öğretmenlerinin, öğrencilerin yazma kaygıları ve eğilimlerine ilişkin görüşlerinin tespit edilmesidir. Nitel desenlerden fenomenolojik türde gerçekleştirilen araştırmada veriler, içerik analizi yöntemiyle çözümlenmiştir. Aşamalı ve amaçlı örnekleme yöntemiyle gönüllülük esasına dayalı belirlenen çalışma grubu, Elazığ il merkezinde görev yapan 12 Türkçe öğretmeninden oluşmaktadır. Yüz yüze gerçekleştirilen görüşmelerde araştırmacılar tarafından yarı yapılandırılmış olarak geliştirilen görüşme formu kullanılmış, frekans dağılımlarına göre tablolaştırılan bulgular alan yazın doğrultusunda yorumlanmıştır. Sonuç olarak öğretmen, aile ve akran tutumu, kullanılan yöntem ve teknikler, özgüven, eğitim sistemi ve metin türünün yazma kaygı ve eğilim düzeylerinde etkili olduğu, öğrencilerin yazma kaygıları arttıkça eğilimlerinin azaldığı söylenebilir.
Writing anxiety as one of the situations that negatively affect writing education, prevents students from developing writing skills. Writing tendency is the rate of use of the skills with the interest and desire to write. Thus, the acquisition, development, and becoming a habit of writing is related to the writing tendency as well as to the writing concern. The purpose of the study is to identify the opinions of Turkish teachers, students about the writing concerns and trends. In the research conducted from the quality patterns to the phenomenological type, the data was analyzed by the method of content analysis. The work group, which is determined based on the essence of volunteering by the stage and purpose sample method, consists of 12 Turkish teachers who work in the center of the Elazığ province. In face-to-face conversations, the form of conversation developed by researchers as semi-configured used, the findings tabled according to the frequency distribution were interpreted according to the summer. As a result, the teacher, family and colleagues’ attitude, the methods and techniques used, self-confidence, the educational system and the type of text can be said to have an effect on the level of writing anxiety and tendency, and the student’s writing anxiety increases and their tendency decreases.
Writing anxiety is one of the factors that negatively affect writing education prevents students' writing skill development. Writing tendency is defined as the rate of the use of the skill with interest and desire. Therefore, the acquisition, development and habit of writing skills are related to writing anxiety, in addition to writing disposition. This study aims to determine the opinions of Turkish teachers about the writing anxiety and tendencies of students. In this qualitative, phenomenological study, data were analyzed by content analysis method. The study group was determined on a voluntary basis using the progressive and purposive sampling method and consisted of 12 Turkish teachers working in Elazığ city center. In the face-to-face interviews a semi-structured interview form which was developed by the researchers was used, and the tabulated results according to the frequency distributions was interpreted according to the literature. Findings showed that teachers, family and peer attitudes, methods and techniques used, self-confidence, education system and text type could be effective in writing anxiety and disposition levels. In conclusion, students' tendencies to write decrease as writing anxiety increases.
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