Demotivational Factors Towards Learning English for the Students of Social Sciences High SchoolMotivation,

Year 2020, Volume: 28 Issue: 3, 1438 - 1447, 20.05.2020

Yıldız İsaoğlu Sevinç Ergenekon Emir

https://doi.org/10.24106/kefdergi.4068

Cited By: 1

Abstract

Demotivation plays a key role in foreign language learning. However, studies in this field mostly focused on the factors influencing the learners’ motivation positively instead of the factors causing demotivation. In this regard, this study aims to identify the sources of demotivation towards learning English for the students of social sciences high schools. For this study, data was collected by means of Demotivation Scale developed by Sakai and Kikuchi (2009). 4073 students, chosen according to the stratified sampling method, compose the sample of the study. As a result of the research, it is found out that the main source of demotivation in English classes among students is factors related to class environment. It is also observed that course materials are as effective as characteristics of class on student demotivation towards English. While factors related to experience of failure was the forth source of demotivation for students, teacher related factors are found to be the weakest demotivator. Furthermore, as a result of this study, it is revealed that there is a correlation between demotivation and gender, academic level and proficiency.

Keywords

Motivation, Demotivation, Learning English, Class environment, Course materials

Sosyal Bilimler Lisesi Öğrencilerinin İngilizce Öğrenme Motivasyonlarını Azaltan Faktörler

Abstract

Öğrencilerin İngilizce öğrenme motivasyonlarını olumsuz etkileyen faktörler yabancı dil öğreniminde önemli bir rol oynamaktadır. Ancak bu alanda gerçekleştirilen çalışmaların çoğu öğrencilerin İngilizce öğrenme motivasyonlarını azaltan faktörler yerine artıran faktörlere odaklanmaktadır. Bu nedenle bu araştırmada, sosyal bilimler lisesi öğrencilerinin İngilizce öğrenmeye yönelik demotivasyon kaynaklarının araştırılması amaçlanmaktadır. Araştırma kapsamında veri Sakai ve Kikuchi (2009) tarafından geliştirilen Demotivasyon Ölçeği aracılığıyla toplanmıştır. Tabakalı örnekleme yöntemine göre seçilmiş 4073 öğrenci çalışmanın örneklemini oluşturmaktadır. Araştırma sonucunda öğrencilerin İngilizce öğrenme motivasyonunu azaltan başlıca faktörün sınıf ortamıyla ilgili olduğu bulunmuştur. Ayrıca ders materyalleriyle ilgili faktörlerin öğrencilerin İngilizce öğrenme motivasyonlarının azalmasında sınıfın karakteristik özellikleri kadar etkili olduğu gözlemlenmiştir. Başarısızlık deneyimine ilişkin faktörler öğrenciler tarafından dördüncü demotivasyon kaynağı olarak belirlenirken öğretmenlerle ilgili faktörler öğrencilerin İngilizce öğrenme motivasyonunu en az azaltan faktör olarak bulunmuştur. Ayrıca çalışma sonucunda demotivasyon ile cinsiyet, sınıf düzeyi ve başarı arasında korelasyon bulunmuştur.

Keywords

Motivasyon, Demotivasyon, İngilizce öğrenme, Sınıf ortamı, Ders materyalleri

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