The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 592 learners of Turkish as a foreign language (FL) in Kazakhstan. Mean levels of FLE and FLCA were found to be similar to previous studies in different settings with different target languages. In contrast with previous literature, a weak positive correlation was found between FLE and FLCA and the gender effect went in the opposite direction, with male participants reporting more FLCA than female participants. Multiple regression analyses revealed that FLE and FLCA were more strongly predicted by learners’ attitude toward Turkish and teacher-related variables than by learner-internal variables, confirming previous research outside Kazakhstan. Attitude toward the FL, teacher’s friendliness, strictness and frequency of use of the FL, attitude toward the teacher, participant’s age and FL exam result explained a total of 25% of variance in FLE. Differing slightly from previous studies, FLCA was found to be only weakly predicted (6% of variance) by some learner-internal variables (FL exam result, attitude toward the FL) as well as teacher-centred variables (friendliness, strictness). The findings suggest that variation in FLE and FLCA among Kazakh learners of Turkish is quite similar to that established in other contexts.

中文翻译：

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哈萨克语学习者的外语享受和外语课堂焦虑有何独特之处？

本研究的重点是哈萨克斯坦592名土耳其人作为外语（FL）的外语享受（FLE）和外语课堂焦虑（FLCA）。发现FLE和FLCA的平均水平与以前的研究相似，但在不同环境中使用了不同的目标语言。与先前的文献相比，FLE和FLCA之间存在弱的正相关，性别效应则相反，男性参与者报告的FLCA比女性参与者多。多元回归分析表明，与学习者内部变量相比，学习者对土耳其语和与教师相关的变量的态度对FLE和FLCA的预测更为强烈，这证实了哈萨克斯坦以外地区的先前研究。对FL的态度，老师的友善，严格和严格的使用频率，对老师的态度，参与者的年龄和FL考试结果解释了FLE的差异总计25％。与以前的研究略有不同，发现FLCA只能通过一些学习者内部变量（FL考试结果，对FL的态度）以及以教师为中心的变量（友善，严格）来预测（方差的6％）。研究结果表明，哈萨克语的土耳其学习者中FLE和FLCA的差异与其他情况下的差异十分相似。