Türk EFL Bağlamında Motivasyon, Tutum ve İdeal Hedef Dil Benliği'nin İngilizce İletişim Kurma İsteğini Yordamadaki Rolü

Abstract

İkinci dil ediniminin ana bileşenlerinden biri olduğuna inanılan iletişim kurma isteği WTC , ikinci bir dili öğrenmeyi etkileyen faktörleri araştırmak için yapılan birçok araştırmanın konusu olmuştur. Bir dil sınıfında uygulanan yaklaşım veya teknik ne olursa olsun, İngilizceyi yabancı dil olarak öğrenen pek çok öğrenci, İngilizcede etkili bir şekilde iletişim kurma becerisini geliştirilmesi en zor beceri olarak algılamaktadır. Bu nedenle, iletişim kurma isteği kavramı, birçok araştırmacı için önemli bir araştırma alanıdır. Bu çalışma, üniversite öğrencilerinin İngilizce iletişim kurmaya ne kadar istekli olduklarını ve bunun, öğrencilerin İngilizce öğrenme motivasyonlarını, İngilizce öğrenmeye karşı tutumlarını ve ideal hedef dil benliğini içeren bireysel duygusal faktörlerle olan ilişkisini incelemeyi amaçlamaktadır. Araştırmaya Pamukkale Üniversitesi Yabancı Diller Yüksek Okulu'nda öğrenim görmekte olan 158 öğrenci katılmıştır. Veriler anket vasıtasıyla toplanmıştır. Analiz sonuçlarına göre, öğrencilerin ideal hedef dil benlikleri yüksek ve İngilizce öğrenmeye yönelik tutumları olumlu iken, İngilizce iletişim kurmaya orta düzeyde istekli oldukları ve orta düzeyde motivasyona sahip oldukları görülmüştür. Ayrıca, öğrencilerin İngilizce iletişim kurma isteğinde ve motivasyonlarında cinsiyete bağlı olarak önemli farklılıklar bulunmuştur. Pearson korelasyon katsayıları analizi, öğrencilerin İngilizce iletişim kurma isteğinin, ideal hedef dil benlikleriyle orta derecede, İngilizce öğrenme motivasyonları ve tutumları ile de zayıf düzeyde ilişkili olduğunu göstermiştir. Son olarak, ideal hedef dil benliği, bu bağlamda İngilizce iletişim kurma isteğinin tek yordayıcısı olarak belirlenmiştir. Bulgulara dayanarak, bu çalışma İngilizce dil sınıfları için bazı pedagojik çıkarımları ortaya koymuştur. Öğretmenlerin, öğrencilerin İngilizce iletişim kurma isteklerini, ideal hedef dil benliklerini, motivasyonlarını ve tutumlarını birbiri ile ilgili yapılar olarak görmeleri ve öğrencilerin İngilizce iletişim yeterliliği kazanması için gerekli adımları atmaları ve öğrencilerin ideal hedef dil benliklerini, motivasyonlarını ve tutumlarını geliştirmeye yönelik faaliyetler hazırlamaları ve öğrencilerin İngilizce iletişim kurma isteklerini arttırmak için bu faaliyetleri dil öğretim kurumlarının müfredatlarına dâhil etmeleri önerilebilir

Keywords

• İngilizce İletişim Kurma İsteği, İngilizce Öğrenme Motivasyonu, İngilizce Öğrenmeye Karşı Tutumlar

The Role of Motivation, Attitude and Ideal L2 Self in Predicting Willingness to Communicate in English in Turkish EFL Context

Abstract

Willingness to communicate WTC , which is believed to be one of the main components of second language acquisition, has been the subject of many research studies that are conducted to investigate the factors affecting L2 learning. It has been revealed that no matter what the approach or technique followed in a language class is, many learners in an EFL context perceive the ability to effectively communicate in English as the most difficult skill to be developed. Therefore, the concept of willingness to communicate stands as an important research area for many researchers. The present study seeks to explore to the extent tertiary-level learners are willing to communicate in English and its relationship with individual affective factors including learners’ motivation in learning English, attitude towards learning English and ideal L2 self. A group of 158 students enrolled at the School of Foreign Languages, Pamukkale University participated in the study. Data were collected through questionnaires. The results of the analysis revealed while learners had high ideal L2 self images and positive attitudes toward learning English, they were moderately willing to communicate in English and had moderate level of motivation. In addition, significant differences with respect to gender were found in learners’ WTC in English and motivation. Pearson correlation coefficients analysis indicated learners’ WTC in English was moderately correlated with ideal L2 self images, followed by a weak correlation between WTC and their motivation and attitude. Finally, ideal L2 self was found to be the only predictor of WTC in English in this specific context. Based on these findings, the study has presented pedagogical implications for English language classes. It can be recommended teachers consider learners’ WTC, ideal L2 self, motivation and attitude as related constructs and take necessary steps for learners to achieve communicative competence in English, and prepare activities to enhance learners’ ideal L2 self images, motivation, and attitude towards learning English in the class and incorporate these activities into curriculums of language teaching institutions in order to improve learners’ WTC in English

Keywords

• Willingness to Communicate in English, Motivation for Learning English, Attitudes toward Learning English, Ideal

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