Türkiye’de İngilizce proje sınıfı ile standart sınıf arasındaki İngilizce dil motivasyonunun karşılaştırılması

Year 2018, , 23 - 34, 01.06.2018

Yeliz Şentürk

https://doi.org/10.33400/kuje.424654

Abstract

Bu çalışma, İngilizce proje sınıfı ile standart sınıf arasındaki motivasyon kaynaklarına ve motivasyon kaynaklı problemlere yönelik bir kıyaslama yapmayı hedeflemektedir. Standart sınıftaki öğrenciler için haftalık İngilizce ders saati seçmeli ders saatleriyle birlikte 5 saat; proje sınıfındakiler için 11 saat şeklindedir. Araştırma verileri İstanbul’daki bir devlet okulunun 6. sınıftaki 59 öğrencisinden anket aracılığıyla toplanmıştır. Uygulanan anket 4 bölümden oluşmaktadır. İlk bölüm katılımcıların yaşı, cinsiyeti ve öğrenim gördükleri sınıf gibi genel bilgileri içermektedir. İkinci bölüm öğrencilerin içsel, dışsal ve bütüncül motivasyon kaynaklarını sorgulamaktadır. Üçüncü bölüm yabancı dil öğreniminde sınıf içi motivasyon kaynaklarını, son bölüm ise karşılaşılan motivasyon sorunlarını araştırmaktadır. Elde edilen bulgular iki sınıf arasında motivasyon kaynaklarına ve motivasyon kaynaklı problemlere dair anlamlı farklılıkların olduğunu göstermektedir. Standart sınıftaki katılımcıların çoğunluğunun motivasyon kaynaklarına yönelik maddelerde “katılıyorum” seçeneğini, proje sınıfındakilerin ise “kesinlikle katılıyorum” ifadesini tercih ettikleri görülmektedir. Aynı zamanda, iki grup arasındaki araçsal ve bütüncül motivasyon problem kaynakları da farklılık göstermektedir. Bu bölüm için standart sınıftaki öğrencilerin “kararsızım” seçeneğinde, proje sınıfındakilerin ise “katılmıyorum” ya da “”kesinlikle katılmıyorum” seçeneklerinde yoğunlaştığı söylenebilir.

Keywords

Motivasyon, Proje sınıfı, Standart sınıf, Türk öğrenciler

Comparing English language motivation of a project class students with a standard class in Turkey

Abstract

The present study aims to compare sources of motivation and motivational problems between a project class and a standard class through a questionnaire. The research is conducted with 59 Turkish 6th graders in a state school in Istanbul. The weekly number of the English classes is 5 hours for the standard class and 11 hours for the project class. The questionnaire consists of four parts. The first part inquires about the participants’ age, gender and class. The second part asks the students about their sources of intrinsic, instrumental and integrative motivation in learning English. The third part explores the sources of motivation while taking English classes. The last part of the questionnaire examines sources of motivational problems. The results show that there are statistically significant differences between two groups in terms of sources of motivation and motivational problems. The standard class students are mildy positive about their sources of motivation while project class students strongly agree with this part. Moreover, the sources of instrumental and integrative motivational problems differ between two groups. The students of standard class highly rate at neutral whereas those of project class prefer negative or strongly negative option.

Keywords

Motivation, Project class, Standard class, Turkish students

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