The aim of the study is to determine such influences as gender, age, the type of native alphabet, academic branches and academic achievement on learners' Turkish language anxiety in the context of Turkish Universities in the first academic term of 2014/2015. In an effort to delve into the issue of affective variables related to Turkish language learning, we tried to determine the extent to which foreign students in some universities perceive Turkish language learning anxiety in terms of gender, age, native alphabet and native country and to see if there is any significant difference in terms of their academic branches to learn Turkish Language and academic achievements in tests of Turkish Language. For this purpose, a 16-item scale with a five Likert-type was used. The questionnaire was applied to 133 beginner level and lower intermediate level Turkish Language learners in Atatürk University, Erzincan University, Ondokuz Mayıs University, and Gazi University. After analysing the collected data, the findings indicated that academic branches and non-Latin native alphabet can be considered as a significant anxiety factor for foreign students learning Turkish language for education in Turkish Universities. The study also offers some context-specific pedagogical implications, suggestions and ways to decrease learners’ anxiety for Turkish Language teachers and practitioners.
Keywords: Language Anxiety, Foreign Students, Classroom Environment, Foreign Language Anxiety Scale,