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

Year 2018, Volume: 1 Issue: 1, 23 - 34, 01.06.2018
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.

References

  • Acat, M. B. & Demiral, S. (2002). Sources of motivation in learning foreign language in Turkey. Kuram ve Uygulamada Egitim Yonetimi, 3, 312-329.
  • Aktas, T. (2005). Yabanci Dil Ogretiminde Iletisimsel Yeti. Journal of Language and Linguistic Studies, 1(1),89-100.
  • Bernaus, M., & Masgoret, A. M., & Gardner, R. C. and E. Reyes (2004) Motivation and attitudes towards learning languages in multicultural classroom. The International Journal of Multilingualism, Vol.1, No.2, 75-89.
  • Chomsky, N. (1988). Language and the problems of knowledge. Cambridge, MA: MIT Press,199 p.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
  • Demirtas, S. (2007). An Investigation into Parental Attitudes Towards English Language Learning and Students’ Perception of Their Parents’ Attitudes. Unpublished Master’s Thesis, Canakkale Onsekiz Mart University, Canakkale, Turkey.
  • Djigunovic, M. J. (2012) Attitudes and motivation in early foreign language learning. C.E.P.S Journal, 3, 55-73.
  • Donitsa-Schmidt, & Inbar S. O. and Shohamy E. (2004). The effects of teaching spoken Arabic on students’ attitudes and motivation in Israel. The Modern Language Journal, 88, 217-228.
  • Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language learning, 40(1), 45-78.
  • Dörnei, Z. (1994a). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3) , 273-284.
  • Dörnei, Z. (1994b). Understanding L2 motivation: on with the challenge! The Modern Language Journal, 78(4) , 515-523.
  • Dörnei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 177-135.
  • Dörnei, Z., & Csizer, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide study. Applied Linguistics, 23 , 421-462.
  • Ebrahimi M. & Heidarypur M. (2016). The relationship between Iranian EFL advanced learners’ personality types, motivation and language learning success. The Journal of Applied Linguistics, 18, 143-157.
  • Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford university press, 327 p.
  • Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford university pres, 805 p., books.google.com.
  • Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13(4), 266-272.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold.
  • Gardner, R. C., & MacIntyre P. D. (1993). On the measurement of affective variables in second language learning. A Journal of Research in Language Studies, Vol.43, No:2, 157-194.
  • Gardner, R. C. (2010). Motivation and second language acquisition: the socio-educational model. New York: Peter Lang.
  • Genc, Z. S., & Aydin, F. (2017). An analysis of learners’ motivation and attitudes toward learning English language at tertiary level in Turkish EFL context. Canadian Center of Science and Education, 4, 35-44.
  • Isik, A. (2008). Yabanci Dil Egitimimizdeki Yanlislar Nereden Kaynaklaniyor? Journal of Language and Linguistics,4(2), 15-26.
  • Junko, M. C. (2005). New framework of intrinsic/extrinsic and integrative/instrumental motivation in second language acquisition. The Keiai Journal of International Studies, (16), 39-64.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts, 7 , 73-87.
  • Kiziltepe, Z. (2000). Attitudes and motivation of Turkish EFL students towards second language learning. ITL International Journal of Applied Linguistics,141-168.
  • Lucas, R. I., Pulido, D., Miraflores, E., Ignacio, A., Tacay, M., & Lao, J. (2010). A study on the intrinsic motivation factors in second language learning among selected freshman students. Philippine ESL Journal, 4(1), 3-23.
  • MacIntyre, P. D., & Mercer S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 2 , 153-171.
  • Ministry of National Education (2017). “Ortaokul 5. Siniflarda Yabanci Dil Agirlikli Eğitim Uygulamasi”. http://tegm.meb.gov.tr.
  • Narayanan, N. (2007) Do female students have higher motivation than male students in learning of English at the tertiary level? https://eric.ed.gov/?id=ED496970.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teacher communicative style and students’ intrinsic and extrinsic motivation. Modern Language Learning Journal, 83, 23- 34.
  • Oguz, E. (1999). Ilkoğretimde Yabanci Dil (Ingilizce) Ögretimi Sorunlari (The Problems of foreign language (English) teaching in elementary schools). Unpublished Master Thesis. Kocaeli University: Kocaeli, Turkey.
  • Paker, T. (2007). Problems of teaching English in schools in Çal Region and suggested solutions. 21. Yüzyıla Girerken Geçmişten Günümüze Çal Yöresi: Baklan, Çal, Bekilli. Çal Yöresi Yardımlaşma ve Dayanışma Derneği Yayını, 3, 684-690.
  • Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and psychopathology, 9(4), 701-728.
  • Saracaloglu, A. S. (2000). The relation between trainee teachers’ attitudes to foreign languages and their academic success. Egitim ve Bilim Dergisi, 25, 65-72.Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Slavin, R. E. (1994). Educational Psychology. Boston: Allyn and Bacon.
  • Spolsky, B. (1989). Conditions for second language learning: Introduction to general theory. Oxford: Oxford University Press.
  • Svanes, B. (1987). Motivation and Cultural Distance in Second‐Language Acquisition. Language learning, 37(3), 341-359.
  • Tavil, Z. (2009). Parental attitudes towards English education for kindergarten students in Turkey. Kastamonu Education Journal, 17(1), 331-340.
  • Tilfarlioglu, F. Y. & Ozturk, A. R. (2007). An Analysis of ELT Teachers’ Perceptions of Some Problems Concerning the Implementation of English Language Teaching Curricula in Elementary Schools. Journal of Language and Linguistic Studies, 3(1), 202-217.
  • Tokoz Goktepe, F. (2014). Attitudes and motivation of Turkish undergraduate EFL students towards learning English language. Studies in ELT, 3 , 314-332.
  • Uzum, B. (2007). Analysis of Turkish learners’ attitudes towards English language and English-speaking societies. Unpublished Master’s Thesis, Institute of Social Sciences, Middle East Technical University, Ankara, Turkey.
  • Williams M., & R. Burden and Lanvers U. (2002). French is the language of love and stuff, students perceptions of issues related to motivation in learning a language. British Educational Research Journal, Vol.28, No.4, 503-528.

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

Year 2018, Volume: 1 Issue: 1, 23 - 34, 01.06.2018
https://doi.org/10.33400/kuje.424654

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.

References

  • Acat, M. B. & Demiral, S. (2002). Sources of motivation in learning foreign language in Turkey. Kuram ve Uygulamada Egitim Yonetimi, 3, 312-329.
  • Aktas, T. (2005). Yabanci Dil Ogretiminde Iletisimsel Yeti. Journal of Language and Linguistic Studies, 1(1),89-100.
  • Bernaus, M., & Masgoret, A. M., & Gardner, R. C. and E. Reyes (2004) Motivation and attitudes towards learning languages in multicultural classroom. The International Journal of Multilingualism, Vol.1, No.2, 75-89.
  • Chomsky, N. (1988). Language and the problems of knowledge. Cambridge, MA: MIT Press,199 p.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
  • Demirtas, S. (2007). An Investigation into Parental Attitudes Towards English Language Learning and Students’ Perception of Their Parents’ Attitudes. Unpublished Master’s Thesis, Canakkale Onsekiz Mart University, Canakkale, Turkey.
  • Djigunovic, M. J. (2012) Attitudes and motivation in early foreign language learning. C.E.P.S Journal, 3, 55-73.
  • Donitsa-Schmidt, & Inbar S. O. and Shohamy E. (2004). The effects of teaching spoken Arabic on students’ attitudes and motivation in Israel. The Modern Language Journal, 88, 217-228.
  • Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language learning, 40(1), 45-78.
  • Dörnei, Z. (1994a). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3) , 273-284.
  • Dörnei, Z. (1994b). Understanding L2 motivation: on with the challenge! The Modern Language Journal, 78(4) , 515-523.
  • Dörnei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 177-135.
  • Dörnei, Z., & Csizer, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide study. Applied Linguistics, 23 , 421-462.
  • Ebrahimi M. & Heidarypur M. (2016). The relationship between Iranian EFL advanced learners’ personality types, motivation and language learning success. The Journal of Applied Linguistics, 18, 143-157.
  • Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford university press, 327 p.
  • Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford university pres, 805 p., books.google.com.
  • Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13(4), 266-272.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold.
  • Gardner, R. C., & MacIntyre P. D. (1993). On the measurement of affective variables in second language learning. A Journal of Research in Language Studies, Vol.43, No:2, 157-194.
  • Gardner, R. C. (2010). Motivation and second language acquisition: the socio-educational model. New York: Peter Lang.
  • Genc, Z. S., & Aydin, F. (2017). An analysis of learners’ motivation and attitudes toward learning English language at tertiary level in Turkish EFL context. Canadian Center of Science and Education, 4, 35-44.
  • Isik, A. (2008). Yabanci Dil Egitimimizdeki Yanlislar Nereden Kaynaklaniyor? Journal of Language and Linguistics,4(2), 15-26.
  • Junko, M. C. (2005). New framework of intrinsic/extrinsic and integrative/instrumental motivation in second language acquisition. The Keiai Journal of International Studies, (16), 39-64.
  • Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts, 7 , 73-87.
  • Kiziltepe, Z. (2000). Attitudes and motivation of Turkish EFL students towards second language learning. ITL International Journal of Applied Linguistics,141-168.
  • Lucas, R. I., Pulido, D., Miraflores, E., Ignacio, A., Tacay, M., & Lao, J. (2010). A study on the intrinsic motivation factors in second language learning among selected freshman students. Philippine ESL Journal, 4(1), 3-23.
  • MacIntyre, P. D., & Mercer S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 2 , 153-171.
  • Ministry of National Education (2017). “Ortaokul 5. Siniflarda Yabanci Dil Agirlikli Eğitim Uygulamasi”. http://tegm.meb.gov.tr.
  • Narayanan, N. (2007) Do female students have higher motivation than male students in learning of English at the tertiary level? https://eric.ed.gov/?id=ED496970.
  • Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teacher communicative style and students’ intrinsic and extrinsic motivation. Modern Language Learning Journal, 83, 23- 34.
  • Oguz, E. (1999). Ilkoğretimde Yabanci Dil (Ingilizce) Ögretimi Sorunlari (The Problems of foreign language (English) teaching in elementary schools). Unpublished Master Thesis. Kocaeli University: Kocaeli, Turkey.
  • Paker, T. (2007). Problems of teaching English in schools in Çal Region and suggested solutions. 21. Yüzyıla Girerken Geçmişten Günümüze Çal Yöresi: Baklan, Çal, Bekilli. Çal Yöresi Yardımlaşma ve Dayanışma Derneği Yayını, 3, 684-690.
  • Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and psychopathology, 9(4), 701-728.
  • Saracaloglu, A. S. (2000). The relation between trainee teachers’ attitudes to foreign languages and their academic success. Egitim ve Bilim Dergisi, 25, 65-72.Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Slavin, R. E. (1994). Educational Psychology. Boston: Allyn and Bacon.
  • Spolsky, B. (1989). Conditions for second language learning: Introduction to general theory. Oxford: Oxford University Press.
  • Svanes, B. (1987). Motivation and Cultural Distance in Second‐Language Acquisition. Language learning, 37(3), 341-359.
  • Tavil, Z. (2009). Parental attitudes towards English education for kindergarten students in Turkey. Kastamonu Education Journal, 17(1), 331-340.
  • Tilfarlioglu, F. Y. & Ozturk, A. R. (2007). An Analysis of ELT Teachers’ Perceptions of Some Problems Concerning the Implementation of English Language Teaching Curricula in Elementary Schools. Journal of Language and Linguistic Studies, 3(1), 202-217.
  • Tokoz Goktepe, F. (2014). Attitudes and motivation of Turkish undergraduate EFL students towards learning English language. Studies in ELT, 3 , 314-332.
  • Uzum, B. (2007). Analysis of Turkish learners’ attitudes towards English language and English-speaking societies. Unpublished Master’s Thesis, Institute of Social Sciences, Middle East Technical University, Ankara, Turkey.
  • Williams M., & R. Burden and Lanvers U. (2002). French is the language of love and stuff, students perceptions of issues related to motivation in learning a language. British Educational Research Journal, Vol.28, No.4, 503-528.
There are 42 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Yeliz Şentürk

Publication Date June 1, 2018
Submission Date May 17, 2018
Published in Issue Year 2018 Volume: 1 Issue: 1

Cite

APA Şentürk, Y. (2018). Comparing English language motivation of a project class students with a standard class in Turkey. Kocaeli Üniversitesi Eğitim Dergisi, 1(1), 23-34. https://doi.org/10.33400/kuje.424654



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