Türkiye’de Üniversite Bağlamında İkinci Dil Motivasyon Benlik Sisteminin İncelenmesi

Abstract

Bu çalışmanın amacı, ikinci dil motivasyon benlik sistemlerinin, yabancı dil öğrenme motivasyonunu Türkiye üniversite bağlamında ne kadar açıkladığını araştırmaktır. Bu amaca yönelik olarak, Türkiye’deki bir devlet üniversitesinde İngilizce öğrenimi görmekte olan 668 üniversite öğrencisinden karma araştırma yöntemi kullanılarak 51 maddelik bir anket ve yarı yapılandırmacı mülakat ile veri toplanmıştır. Hem anket hem de mülakattan elde edilen veri öğrencilerin yabancı dil öğrenme motivasyonlarında ideal ikinci dil benliği ve zorunlu ikinci dil benliği yerine, ikinci dil motivasyon benlik sisteminin üç ayağından biri olan yabancı dil öğrenme deneyimlerinin çok büyük etkisi olduğunu göstermiştir. Mülakatlardan elde edilen nitel veri, bu çalışmada dil öğrenme motivasyonunda en çok yabancı dil öğretmenlerinin etkili olduğunu göstermiştir. Bu etkinin iki şekilde sağlandığı görülmüştür; öğretmenlerin öğrencilerle kurdukları bağ ve öğrencilerin öğretmenlere atfettikleri olumlu bireysel nitelikler vasıtasıyla. İkinci dil motivasyon benlik sisteminin öğelerinin arasındaki ilişki ile ilgili bulgular ise bundan önceki çalışmaların sonuçları ile aynı doğrultudadır ve araçsal teşviğin ideal ikinci dil benliğini tahmin ettiği bulunmuştur. Benzer şekilde zorunlu ikinci dil benliği ve araçsal önlem arasında kuvvetli korelasyon bulunmuştur. Ancak İngilizce öğrenmeye yönelik tutumları en çok bütünleşme ve ideal ikinci dil benliği tahmin ettiği görülmüştür. Son olarak, bulgular öğrencilerin motivasyonlarının zamanla değişen ve evrilen dinamik bir sistem olduğunu ortaya koymaktadır. 

Keywords

• İkinci dil benlik sistemi
• dil öğrenme motivasyonu
• yabancı dil olarak İngilizce.

Investigating L2 Motivational Self System in the Turkish University Context

Abstract

This research explores how well L2 motivational self systems explain language learning motivation of university students in the Turkish context. To this end, data were collected from 668 university students in a state university in Turkey using a 51-item questionnaire and semi-structured interviews in this mixed methods research. The data from both the questionnaire and the interview indicate an overwhelming impact of language learning experience on the learners’ motivation to learn English as a foreign language as opposed to their ideal L2 selves or ought-to L2 selves. The findings about the relationship among the components of L2 motivational self systems are in line with the results of the previous research, lending support to the framework of L2 motivational self systems. Finally, the results suggest that learners’ motivation is a dynamic system, changing and evolving over time. The study has implications for language teachers, curriculum designers as well as further research in language learning motivation.

Keywords

• L2 motivational self systems
• language learning motivation
• English as a foreign language.

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