Research Article
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An Investigation of The Relationship Between The Motivational Self-System and The Willingness to Communicate

Year 2021, , 22 - 44, 30.06.2021
https://doi.org/10.47834/utoad.6

Abstract

Motivation studies have an important role in the studies carried out in the field of foreign and second language teaching for many years. In recent years, the motivational self-system has become an effective motivational theory in the field of L2 teaching. For this reason, it is a necessity to examine the motivational self-system as a theoretical innovation in the field of teaching Turkish as an L2. The main aim of this study based on said necessity, is to investigate the possible relationship between motivational self-system and willingness to communicate inside the classroom of international students who are learning Turkish in Turkey. In order to achieve this aim, data were collected from a sample of 170 participants (73 women and 97 men) from 43 different countries who are learning Turkish in ‘Language Teaching, Application and Research Centers’ (TÖMER) affiliated to Gazi University and Hacettepe University. A questionnaire prepared by combining 2 different scales was applied to the participants. These scales are "L2 motivational self-system" scale and the "L2 willingness to communicate inside the classroom" scale. In the data analysis process of the research, first descriptive analysis was used and then independent samples t-tests were applied. Thus, possible differences between male and female participants' willingness to communicate inside the classroom and motivation were revealed. The possible relationships between the L2 willingness to communicate and the L2 motivational self-system, which are the two structures on which this research is based, were obtained by calculating Pearson correlation coefficients. Revealing the relationship between these two structures can be a guide for researchers who aim to focus on this subject in the future. In addition, it can provide source for instructors and education planners in terms of planning the educational processes of international students learning Turkish.

References

  • Abubakarı, A. (2016). Türkçe öğrenen yabancı öğrencilerle İngilizce öğrenen Türk öğrencilerin motivasyon durumlarının karşılaştırılması [Yayımlanmamış Yüksek Lisans Tezi]. Ankara Üniversitesi.
  • Burgoon, J. K. (1976). The unwillingness‐to‐communicate scale: Development and validation. Communications Monographs, 43(1), 60-69.
  • Bursalı, N., & Öz, H. (2017). The relationship between ideal L2 self and willingness to communicate inside the classroom. International Journal of Higher Education, 6(4), 229-239.
  • Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: aA comparison of behavior in whole class, group and dyadic ınteraction. System, 34(4), 480-493.
  • Chan, B., & McCroskey, J. C. (1987). The WTC scale as a predictor of classroom participation. Communication Research Reports, 4(2), 47-50.
  • Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Erlbaum.
  • Dörnyei, Z. (2007). Creating a motivating classroom environment. J. Cummins & C. Davison (Eds.), International handbook of English language teaching içinde (ss. 719-731). Springer.
  • Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University .
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
  • Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge.
  • Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational current: Energising language learning through creating intense motivational pathways. D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and Foreign Language Learning: From Theory to Practice içinde (ss. 9-29). John Benjamins Publishing Company.
  • Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). Directed motivational currents: regulating complex dynamic systems through motivational surges. Motivational Dynamics In Language Learning, (7), 95-105.
  • Ellis, R. (2008). The study of second language acquisition (2. bs.).Oxford University.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill Higher Education.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
  • Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal Of Language And Social Psychology, 31(2), 197-211.
  • Henry, A., & Thorsen, C. (2017). The ideal multilingual self: Validity, influences on motivation and role in a multilingual education. International Journal of Multilingualism, 15(4), 349-364.
  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319.
  • Kanat-Mutluoğlu, A. (2016). The influence of ideal L2 self, academic self-concept and intercultural communicative competence on willingness to communicate in a foreign language. Eurasian Journal of Applied Linguistics, 2(2), 27-46.
  • Kavi, E. (2019). Yabancı dil olarak Türkçe öğrenenlerin motivasyonları [Yayımlanmamış Yüksek Lisans Tezi]. İstanbul Üniversitesi.
  • Khajavy, G. H., & Ghonsooly, B. (2017). Predictors of willingness to read in English: Testing a model based on possible selves and self-confidence. Journal of Multilingual and Multicultural Development, 38(10), 871-885.
  • Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian efl classroom context. Tesol Quarterly, 50(1), 154-180.
  • Koçer, Ö. (2015). Yabancı dil olarak Türkçe öğrenen öğrencilerin süreç odaklı motivasyon ve benlik algılarına yönelik çoklu biyografik durum çalışması [Yayımlanmamış Doktora Tezi]. Çanakkale Onsekiz Mart Üniversitesi.
  • Phillips, G. M. (1965). The problem of reticence. Pennsylvania Speech Annual, (22), 22 38.
  • Phillips, G. M. (1968). Reticence: Pathology of the normal speaker. Communications Monographs, 35(1), 39-49.
  • Polatcan, F. (2018). Yabancı dil olarak Türkçe öğrenenlerin iletişim kurma istekliliklerinin incelenmesi [Yayımlanmamış Doktora Tezi]. Atatürk Üniversitesi.
  • MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11(2), 135-142.
  • MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564-576.
  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26.
  • MacIntyre, P. D., & Clément, R. (1996, August). A model of willingness to communicate in a second language: The concept, its antecedents and implications [paper presentation] 11th World Congress of Applied Linguistics, Jyväskylä, Finland.
  • MacIntyre, P. D., Baker, S. C., Clément, R., & Conrad, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369-388.
  • MacIntyre, P. D., Baker, S. C., & Sparling, H. (2017). Heritage passions, heritage convictions and the rooted l2 self: Music and Gaelic language learning in Cape Breton, Nova Scotia. The Modern Language Journal, 101(3), 501-516.
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a l2: A situational model of l2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954.
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25.
  • McCroskey, J. C. (2009). Communication apprehension: What have we learned in the last four decades. Human Communication, 12(2), 157-171.
  • McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement [Paper presentation] the annual convention of the Speech Communication Association, Denver.
  • McCroskey, J. C., & Richmond, V. P. (1982). Communication apprehension and shyness: Conceptual and operational distinctions. Communication Studies, 33(3), 458-468.
  • McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. Personality and Interpersonal Communication, (6), 129-156.
  • McCroskey, J. C., & Richmond, V. P. (1991). Quiet children and the classroom teacher. (2. bs.). Office of Educational Research and Improvement.
  • Mohamed, A. (2019). Lisansüstü yabancı öğrencilerin yabancı dil olarak Türkçe öğrenmeye yönelik motivasyonları [Yayımlanmamış Yüksek Lisans Tezi]. Marmara Üniversitesi.
  • Mortensen, C. D., Arntson, P. H., & Lustig, M. (1977). The measurement of verbal predispositions: Scale development and application. Human Communication Research, 3(2), 146-158.
  • Öz, H. (2014). Big five Ppersonality traits and willingness to communicate among foreign language learners in Turkey. Social Behavior and Personality. 42(9), 1473-1482.
  • Öz, H. (2016). Role of the ideal L2 self in predicting willingness to communicate of efl students. H. H. Mirici, I. H. Erten, H. Öz & I. Vodopija-Krstanović (Eds.), Research papers on teaching English as an additional language içinde (s. 163 182). Rijeka, Croatia: Faculty of Humanities and Social Sciences, University of Rijeka.
  • Öz, H., & Bursalı, N. (2018). The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language. Journal of Language and Linguistic Studies, 14(4), 1-11.
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
  • Thompson, A. S., & Vásquez, C. (2015). Exploring motivational profiles through language learning narratives. The Modern Language Journal, 99(1), 158-174.
  • Williams, M., Mercer, S., & Ryan, S. (2016). Exploring psychology in languag learning and teaching. Oxford University.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese efl context. The Modern Language Journal, 86(1), 54-66.
  • Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behaviour. S. Mercer, S. Ryan & M. Williams (Ed.), Psychology for language learning içinde (ss. 119-135). Palgrave Macmillan.
  • Yayla, M. (2018). Yabancı dil olarak Türkçe öğrenenlerde ideal ikinci dil (d2) benliği ve iletişim kurma istekliliği [Yayımlanmamış Yüksek Lisans Tezi]. Hacettepe Üniversitesi.

Motivasyonel Benlik Sistemi ve İletişim Kurma İstekliliği Arasındaki İlişki Üzerine Bir İnceleme

Year 2021, , 22 - 44, 30.06.2021
https://doi.org/10.47834/utoad.6

Abstract

Motivasyon çalışmaları uzun yıllardan beri yabancı ve ikinci dil öğretimi alanında yapılan çalışmalarda önemli bir yere sahiptir. Son yıllarda ise motivasyonel benlik sistemi yabancı dil ve ikinci dil öğretimi alanında etkili bir motivasyon kuramı hâline gelmiştir. Bu sebeple kuramsal bir yenilik olarak motivasyonel benlik sisteminin yabancılara Türkçe öğretimi alanında da incelenmesi bir gerekliliktir. Bu gerekliliğe dayanarak çalışmada temel amaç, Türkiye’de Türkçe öğrenmekte olan uluslararası öğrencilerin motivasyonel benlik sistemleri ve sınıf içi iletişim kurma isteklilikleri arasındaki olası ilişkilerin saptanması olarak belirlenmiştir. Belirlenen bu amacın gerçekleştirilebilmesi için örneklem olarak Gazi Üniversitesine ve Hacettepe Üniversitesine bağlı olan Türkçe ve Yabancı Dil Uygulama ve Araştırma Merkezlerinde (TÖMER) Türkçe öğrenmekte olan toplam 43 farklı ülkeden 170 katılımcıya (73 kadın ve 97 erkek) ulaşılmıştır. Katılımcılara 2 farklı ölçeğin birleştirilmesiyle hazırlanan bir anket uygulanmıştır. Bunlar; “ikinci dil motivasyonel benlik sistemi” ölçeği ve “ikinci dilde sınıf içi iletişim kurma istekliliği” ölçeğidir. Araştırmanın veri analizi sürecinde ise ilk olarak betimsel analize yer verilmiş ardından bağımsız gruplar için T testleri uygulanmıştır. Böylelikle erkek ve kadın katılımcıların sınıf içi iletişim kurma isteklilikleri ve motivasyonları arasındaki olası farklar ortaya çıkarılmıştır. Araştırmanın temel aldığı iki yapı olan ikinci dilde iletişim kurma istekliliği ve motivasyonel benlik sistemi arasındaki olası ilişkilere ise Pearson korelasyon katsayıları hesaplanarak ulaşılmıştır. Bu iki yapı arasındaki ilişkinin ortaya çıkarılması kuramsal açıdan ileride bu konu üzerine yoğunlaşmayı hedefleyen araştırmacılar için yol gösterici olabilir. Bununla birlikte Türkçe öğrenen uluslararası öğrencilerin eğitim-öğretim süreçlerinin planlanması açısından öğretimcilere, öğretim planlayıcılara kaynak sağlayabilir.

References

  • Abubakarı, A. (2016). Türkçe öğrenen yabancı öğrencilerle İngilizce öğrenen Türk öğrencilerin motivasyon durumlarının karşılaştırılması [Yayımlanmamış Yüksek Lisans Tezi]. Ankara Üniversitesi.
  • Burgoon, J. K. (1976). The unwillingness‐to‐communicate scale: Development and validation. Communications Monographs, 43(1), 60-69.
  • Bursalı, N., & Öz, H. (2017). The relationship between ideal L2 self and willingness to communicate inside the classroom. International Journal of Higher Education, 6(4), 229-239.
  • Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: aA comparison of behavior in whole class, group and dyadic ınteraction. System, 34(4), 480-493.
  • Chan, B., & McCroskey, J. C. (1987). The WTC scale as a predictor of classroom participation. Communication Research Reports, 4(2), 47-50.
  • Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Erlbaum.
  • Dörnyei, Z. (2007). Creating a motivating classroom environment. J. Cummins & C. Davison (Eds.), International handbook of English language teaching içinde (ss. 719-731). Springer.
  • Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University .
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
  • Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge.
  • Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational current: Energising language learning through creating intense motivational pathways. D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and Foreign Language Learning: From Theory to Practice içinde (ss. 9-29). John Benjamins Publishing Company.
  • Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). Directed motivational currents: regulating complex dynamic systems through motivational surges. Motivational Dynamics In Language Learning, (7), 95-105.
  • Ellis, R. (2008). The study of second language acquisition (2. bs.).Oxford University.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill Higher Education.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
  • Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal Of Language And Social Psychology, 31(2), 197-211.
  • Henry, A., & Thorsen, C. (2017). The ideal multilingual self: Validity, influences on motivation and role in a multilingual education. International Journal of Multilingualism, 15(4), 349-364.
  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319.
  • Kanat-Mutluoğlu, A. (2016). The influence of ideal L2 self, academic self-concept and intercultural communicative competence on willingness to communicate in a foreign language. Eurasian Journal of Applied Linguistics, 2(2), 27-46.
  • Kavi, E. (2019). Yabancı dil olarak Türkçe öğrenenlerin motivasyonları [Yayımlanmamış Yüksek Lisans Tezi]. İstanbul Üniversitesi.
  • Khajavy, G. H., & Ghonsooly, B. (2017). Predictors of willingness to read in English: Testing a model based on possible selves and self-confidence. Journal of Multilingual and Multicultural Development, 38(10), 871-885.
  • Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian efl classroom context. Tesol Quarterly, 50(1), 154-180.
  • Koçer, Ö. (2015). Yabancı dil olarak Türkçe öğrenen öğrencilerin süreç odaklı motivasyon ve benlik algılarına yönelik çoklu biyografik durum çalışması [Yayımlanmamış Doktora Tezi]. Çanakkale Onsekiz Mart Üniversitesi.
  • Phillips, G. M. (1965). The problem of reticence. Pennsylvania Speech Annual, (22), 22 38.
  • Phillips, G. M. (1968). Reticence: Pathology of the normal speaker. Communications Monographs, 35(1), 39-49.
  • Polatcan, F. (2018). Yabancı dil olarak Türkçe öğrenenlerin iletişim kurma istekliliklerinin incelenmesi [Yayımlanmamış Doktora Tezi]. Atatürk Üniversitesi.
  • MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11(2), 135-142.
  • MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564-576.
  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26.
  • MacIntyre, P. D., & Clément, R. (1996, August). A model of willingness to communicate in a second language: The concept, its antecedents and implications [paper presentation] 11th World Congress of Applied Linguistics, Jyväskylä, Finland.
  • MacIntyre, P. D., Baker, S. C., Clément, R., & Conrad, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369-388.
  • MacIntyre, P. D., Baker, S. C., & Sparling, H. (2017). Heritage passions, heritage convictions and the rooted l2 self: Music and Gaelic language learning in Cape Breton, Nova Scotia. The Modern Language Journal, 101(3), 501-516.
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a l2: A situational model of l2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954.
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25.
  • McCroskey, J. C. (2009). Communication apprehension: What have we learned in the last four decades. Human Communication, 12(2), 157-171.
  • McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement [Paper presentation] the annual convention of the Speech Communication Association, Denver.
  • McCroskey, J. C., & Richmond, V. P. (1982). Communication apprehension and shyness: Conceptual and operational distinctions. Communication Studies, 33(3), 458-468.
  • McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. Personality and Interpersonal Communication, (6), 129-156.
  • McCroskey, J. C., & Richmond, V. P. (1991). Quiet children and the classroom teacher. (2. bs.). Office of Educational Research and Improvement.
  • Mohamed, A. (2019). Lisansüstü yabancı öğrencilerin yabancı dil olarak Türkçe öğrenmeye yönelik motivasyonları [Yayımlanmamış Yüksek Lisans Tezi]. Marmara Üniversitesi.
  • Mortensen, C. D., Arntson, P. H., & Lustig, M. (1977). The measurement of verbal predispositions: Scale development and application. Human Communication Research, 3(2), 146-158.
  • Öz, H. (2014). Big five Ppersonality traits and willingness to communicate among foreign language learners in Turkey. Social Behavior and Personality. 42(9), 1473-1482.
  • Öz, H. (2016). Role of the ideal L2 self in predicting willingness to communicate of efl students. H. H. Mirici, I. H. Erten, H. Öz & I. Vodopija-Krstanović (Eds.), Research papers on teaching English as an additional language içinde (s. 163 182). Rijeka, Croatia: Faculty of Humanities and Social Sciences, University of Rijeka.
  • Öz, H., & Bursalı, N. (2018). The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language. Journal of Language and Linguistic Studies, 14(4), 1-11.
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
  • Thompson, A. S., & Vásquez, C. (2015). Exploring motivational profiles through language learning narratives. The Modern Language Journal, 99(1), 158-174.
  • Williams, M., Mercer, S., & Ryan, S. (2016). Exploring psychology in languag learning and teaching. Oxford University.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese efl context. The Modern Language Journal, 86(1), 54-66.
  • Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behaviour. S. Mercer, S. Ryan & M. Williams (Ed.), Psychology for language learning içinde (ss. 119-135). Palgrave Macmillan.
  • Yayla, M. (2018). Yabancı dil olarak Türkçe öğrenenlerde ideal ikinci dil (d2) benliği ve iletişim kurma istekliliği [Yayımlanmamış Yüksek Lisans Tezi]. Hacettepe Üniversitesi.
There are 52 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Research Article
Authors

Buğra Yiğit Boz This is me 0000-0002-4975-6314

Mustafa Durmuş 0000-0002-5337-3113

Publication Date June 30, 2021
Published in Issue Year 2021

Cite

APA Boz, B. Y., & Durmuş, M. (2021). Motivasyonel Benlik Sistemi ve İletişim Kurma İstekliliği Arasındaki İlişki Üzerine Bir İnceleme. Uluslararası Türkçe Öğretimi Araştırmaları Dergisi, 1(1), 22-44. https://doi.org/10.47834/utoad.6