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Exploring Motivational Constructs In Foreign Language Reading

Year 2010, Volume: 39 Issue: 39, 185 - 196, 01.06.2010

İsmail Hakki Erten Ece Zehir Topkaya Müge Karakaş

Abstract

Bu makale, öğrencilerin yabancı dilde okumaya karşı motivasyon ve tutumlarını araştırmak için geliştirenbir aracı tanıtmaktadır. Aracı geliştirmek için öncelikle, 123 öğrenciye yabancı dilde okumaya karşı duyuşsal tepkilerinitespit etmeye yönelik bir dizi açık uçlu soru sorulmuştur. Elde edilen nitel verinin içerik analizi, 51 soruluk bir ön ölçeğiortaya çıkartmıştır. Bu ölçek, Çanakkale Onsekiz Mart Üniversitesinde yabancı dil öğrenimi gören 443 öğrenciyeuygulanmıştır. Yapılan faktör analizi, öğrencilerin yabancı dilde okumaya karşı motivasyon ve tutumlarındaki varyansın%58.70’ini açıklayan dört faktör ortaya çıkartmıştır. Bu faktörler, okumanın içsel değeri, okumanın dışsal değeri, okumayeterliği ve yabancı dil gelişiminde okumanın yeri olarak adlandırılmıştır. Ortaya çıkan faktör yapıları genel olarak anadildeokuma motivasyonu teorileriyle örtüşmekle beraber, yabancı dil öğrencilerinin okumayı dil gelişimi için bir araç olarakgördüklerine işaret eden yeni bir öge de ortaya çıkarmıştır

Keywords

yabancı dilde okuma tutumlar motivasyon

References

  • Alderson, J. C. (2000). Assessing reading. NY: Cambridge University Press.
  • Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston: Heinle & Heinle Publishers.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Pschological Review, 84, 191-215.
  • Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychologist. Vol. 44, No:9, 1175-1184.
  • Brantmeier, C. (2006). Toward a multicomponent model of interest and L2 reading: sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18 (2), 89-115.
  • Brown, J. D. (1988). Understanding research in second language learning. Cambridge: Cambridge University Pres.
  • Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17,553-573.
  • Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications. Language Learning, 53(1), 3-32.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Ealbaum.
  • Eccles, J.S., Lord, S., Midgley, C. (1991) What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education. 99, 521-542.
  • Eccles, J. S. & Wigfield, A. (1995). In the mind of the actor: the structure of adolescents achievement task values and expectancy-related believes. Personality and Social Psychology Bulletin, 21, 215-225.
  • Eccles, J.S., Adler, T,F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J., and Midley, C. (1983) Expectancies, values and academic behaviors. In J.T. Spence (Ed.) Achievement and achievement motives (pp 75-146). San Francisco: Freeman.
  • Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention. And Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley.
  • Gardner, R. C. (1985). Social psychology and second language learning. London: Edward Arnold.
  • Gömleksiz, M. N. (2004). Validity and reliability of an attitude scale towards reading habit. Fırat University Journal of Social Sciences, 14 (2), 185-195.
  • Grabe, W. & Stoller, L. F. (2002). Teaching and researching reading. Harlow: Pearson Education.
  • Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-699.
  • Hatch, E. and Lazaraton, A. (1991). The Research Manual. Design and Statistics for Applied Linguistics. Boston, Massachusetts: Heinle and Heinle Publishers.
  • Kondo-Brown, K. (2006). Affective variables and Japanese L2 reading ability. Reading in a Foreign Language, 18 (1), 55-71.
  • Mori. S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14(2), 91-110.
  • Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: a need for alternative perspectives. Language Learning, 52, 439-481.
  • Reeves, C. (2002). Literacy attitudes: theoretical perspectives. Paper presented at the 19th World Congress on Reading, Edinburg, Scotland.
  • Rosenberg, M.J. (1956). Cognitive structure and attitudinal affect. Journal of Abnormal and Social Psychology, 53, 367-372.
  • Rotter, J.B. (1954). Social learning and clinical psychology. Englewood Cliffs, N.J.: Prentice-Hall.
  • Shechtman, Z. (2002). Validation of the Democratic Teacher Belief Scale (DTBS). Assessment in Education, Vol. 9, No. 3., 364-377.
  • Schutte, N. S. & Malouff, J. M. (2007). Dimensions of reading motivation: development of an adult reading motivation scale. Reading Psychology, 28 (5), 469 – 489.
  • Şencan, G. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik (Reliability and validity in social and behavioural measurements). Ankara: Seçkin.
  • Tavşancıl, E. (2001). Tutumların Ölçülmesi ve SPSS ile Veri Analizi. Ankara: Nobel Yayıncılık
  • Tezbaşaran, A. (1997) Validity issues of a likert type scale: a case study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 13, 41-45.
  • Thurstone, L.L. (1946). Comment. American Journal of Sociology, 52, 39-40.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: a developmental perspective. Educational Psychology Review. 6, 49-78.
  • Wigfield, A. & Eccles, J.S. (1992). The development of achievement task values: a theoretical analysis. Developmental Review. 12, 265-310.
  • Wigfield, A. & Guthrie, J. T. (1995). Dimensions of children’s motivations for reading: An initial study (Research Rep. No. 34). Athens, GA: National Reading Research Center.
  • Wigfield, A. & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89 (3), 420-432.
  • Wigfield, A. (1994). Expectancy value theory of achievement motivation: A theoretical perspective. Educational Psychological Review, 6, 49-78.
  • Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1), 1-19).

Year 2010, Volume: 39 Issue: 39, 185 - 196, 01.06.2010

İsmail Hakki Erten Ece Zehir Topkaya Müge Karakaş

Abstract

References

  • Alderson, J. C. (2000). Assessing reading. NY: Cambridge University Press.
  • Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston: Heinle & Heinle Publishers.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Pschological Review, 84, 191-215.
  • Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychologist. Vol. 44, No:9, 1175-1184.
  • Brantmeier, C. (2006). Toward a multicomponent model of interest and L2 reading: sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18 (2), 89-115.
  • Brown, J. D. (1988). Understanding research in second language learning. Cambridge: Cambridge University Pres.
  • Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17,553-573.
  • Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications. Language Learning, 53(1), 3-32.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Ealbaum.
  • Eccles, J.S., Lord, S., Midgley, C. (1991) What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education. 99, 521-542.
  • Eccles, J. S. & Wigfield, A. (1995). In the mind of the actor: the structure of adolescents achievement task values and expectancy-related believes. Personality and Social Psychology Bulletin, 21, 215-225.
  • Eccles, J.S., Adler, T,F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J., and Midley, C. (1983) Expectancies, values and academic behaviors. In J.T. Spence (Ed.) Achievement and achievement motives (pp 75-146). San Francisco: Freeman.
  • Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention. And Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley.
  • Gardner, R. C. (1985). Social psychology and second language learning. London: Edward Arnold.
  • Gömleksiz, M. N. (2004). Validity and reliability of an attitude scale towards reading habit. Fırat University Journal of Social Sciences, 14 (2), 185-195.
  • Grabe, W. & Stoller, L. F. (2002). Teaching and researching reading. Harlow: Pearson Education.
  • Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-699.
  • Hatch, E. and Lazaraton, A. (1991). The Research Manual. Design and Statistics for Applied Linguistics. Boston, Massachusetts: Heinle and Heinle Publishers.
  • Kondo-Brown, K. (2006). Affective variables and Japanese L2 reading ability. Reading in a Foreign Language, 18 (1), 55-71.
  • Mori. S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14(2), 91-110.
  • Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: a need for alternative perspectives. Language Learning, 52, 439-481.
  • Reeves, C. (2002). Literacy attitudes: theoretical perspectives. Paper presented at the 19th World Congress on Reading, Edinburg, Scotland.
  • Rosenberg, M.J. (1956). Cognitive structure and attitudinal affect. Journal of Abnormal and Social Psychology, 53, 367-372.
  • Rotter, J.B. (1954). Social learning and clinical psychology. Englewood Cliffs, N.J.: Prentice-Hall.
  • Shechtman, Z. (2002). Validation of the Democratic Teacher Belief Scale (DTBS). Assessment in Education, Vol. 9, No. 3., 364-377.
  • Schutte, N. S. & Malouff, J. M. (2007). Dimensions of reading motivation: development of an adult reading motivation scale. Reading Psychology, 28 (5), 469 – 489.
  • Şencan, G. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik (Reliability and validity in social and behavioural measurements). Ankara: Seçkin.
  • Tavşancıl, E. (2001). Tutumların Ölçülmesi ve SPSS ile Veri Analizi. Ankara: Nobel Yayıncılık
  • Tezbaşaran, A. (1997) Validity issues of a likert type scale: a case study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 13, 41-45.
  • Thurstone, L.L. (1946). Comment. American Journal of Sociology, 52, 39-40.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: a developmental perspective. Educational Psychology Review. 6, 49-78.
  • Wigfield, A. & Eccles, J.S. (1992). The development of achievement task values: a theoretical analysis. Developmental Review. 12, 265-310.
  • Wigfield, A. & Guthrie, J. T. (1995). Dimensions of children’s motivations for reading: An initial study (Research Rep. No. 34). Athens, GA: National Reading Research Center.
  • Wigfield, A. & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89 (3), 420-432.
  • Wigfield, A. (1994). Expectancy value theory of achievement motivation: A theoretical perspective. Educational Psychological Review, 6, 49-78.
  • Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1), 1-19).
There are 38 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

İsmail Hakki Erten This is me

Ece Zehir Topkaya This is me

Müge Karakaş This is me

Publication Date June 1, 2010
Published in Issue Year 2010 Volume: 39 Issue: 39

Cite

APA Erten, İ. H., Topkaya, E. Z., & Karakaş, M. (2010). Exploring Motivational Constructs In Foreign Language Reading. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 185-196.