Merakın Dilbilimsel, Sosyo-kültürel ve Edimbilimsel Gelişim Yönünden İkinci Dil Öğrenimine Etkisi

Yıl 2018, Cilt: 9 Sayı: 2, 59 - 72, 30.12.2018

Ayşegül Takkaç Tulgar

Öz

Öğrencilerin motivasyonunu sağlayan bir kavram olarak merak, özellikle son yıllarda artan bir şekilde dil eğitimi araştırmacılarının dikkatini çekmektedir. Araştırmacılar, merak kavramının hedef dili öğrenme üzerindeki etkisini farklı perspektiflerden araştırmışlardır. Merakın bir motivasyon kaynağı olduğunu vurgulayan araştırmacılar, onun olumlu yöndeki katkılarına dikkat çekmişlerdir. Ancak, merakın ikinci dil öğrenme ortamındaki dil edinim süreci üzerine etkisi konusunda daha fazla araştırmaya ihtiyaç duyulmaktadır. Bu durum çalışması, merakın ikinci dil öğrenme ortamında Türkçe öğrenen on yabancı uyruklu öğrencinin dil öğrenme süreçleri üzerindeki etkisini araştırmayı amaçlamaktadır. Veriler öğrencilerin tuttukları raporlar yoluyla toplanmıştır. İçerik analizi, merakın katılımcıların dil bilgisine ve dil gelişimine katkıda bulunduğunu göstermiştir. Dilbilgisi, sosyal-kültürel bilgi ve edimbilimsel bilgideki artış katılımcıların bütünsel dil gelişimine katkı sağlamıştır. 

Anahtar Kelimeler

merak, ikinci dik öğrenimi, ikinci dil öğrenme ortamı, yabancı uyruklu Türkçe öğrencileri

The Effects of Curiosity on Second Language Learning in terms of Linguistic, Social-cultural and Pragmatic Development

Öz

As a concept motivating learners, curiosity has increasingly succeeded in capturing the imagination of researchers in language education especially in recent decades. Researchers have started to approach the driving force of curiosity in learning the target language from a variety of perspectives. They appreciated its positive contributions to the language development of learners stressing that curiosity serves as a motivation. Yet, there is a need for further research on curiosity and its effects on the improvement of learners’ acquisition of target language in second language learning setting. Therefore, this case study aims to investigate the effects of curiosity on the second language learning process of 10 foreign learners of Turkish in second language setting. The data were collected through reflective reports. The results of the content analysis revealed that curiosity contributed to the language knowledge and language development of the participants. The areas of contribution were revealed as linguistic, social-cultural and pragmatic knowledge. The developments in these three specific aspects resulted in a holistic development in the target language. 

Anahtar Kelimeler

Curiosity, second language learning, second language learning setting, foreign learners of Turkish

Kaynakça

• Allen, H. (2010). Language-Learning Motivation During Short-Term Study Abroad: An Activity Theory Perspective. Foreign Language Annals, 43(1), 27-49.
• Arnone, M., Small, R., Chauncey, S. & McKenna, P. (2011). Curiosity, interest and engagement in technology-pervasive learning environments: A new research agenda. Education Tehcnologies ang Research Development, 59, 181-198. Doi: 10.1007/s11423-011-9190-9.
• Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-259.
• Baruch, Y., Spektor-Levy, O. & Mashal, N. (2016). pre-schoolers’ verbal and behavioral responses as indicators of attitudes and scientific curiosity. International journal of Science and Mathematics Education, 14(1), 125-148.
• Berho, D. & Defferding, V. (2005). Communication, culture, and curiosity: Using target-culture and student-generated art in the second language classroom. Foreign Languae Annals, 38(2), 271-277.
• Chang, C.C., Tseng, K.H., Liang, C. & Yan, C.F. (2013). The influence of perceived convenience and curiosity on continuance intention in mobile English learning for high school students using PDAs. Technology, Pedagogy and Education, 22(3), 373-386.Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.Csizér, K. & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36.
• Engel, S. (2011). Children’s need to know: Curiosity in schools. Harvard Educational Review, 81(4), 625-645.
• Guilloteaux, M. & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects ofmotivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
• Houghton, S. (2014). Exploring manifestations of curiosity in study abroad as part of intercultural communicative competence. System, 42, 368-382.
• Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron, 84, 486-496.
• Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. J. (2006). Confronting the challenges of participatory culture: Media education for the 21st Century. Building the field of digital media and learning: an occasional paper on digital media and learning. Chicago: MacArthur Foundation.
• Kagan, J. (1972). Motives and development. Journal of Personality and Social Psychology, 22(1), 51-66. Doi:10.1037/h0032356.
• Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T., & Camerer, C. F. (2009). The wick in the candle of learning epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20, 963-973.
• Kashdan, T. B., & Yuen, M. (2007). Whether highly curious students thrive academically depends on the learning environment of their school: A study of Hong Kong adolescents. Motivation and Emotion, 31, 260-270.
• Kormos, J., Kiddle, T. & Csizer, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language-learning motivation. Applied Linguistics,32(5), 495-516. doi:10.1093/applin/amr019.
• Kozaki, Y. & Ross, S. (2011). Contextual dynamics in foreign language learning motivation. Language Learning, 61(4), 1328-1354. Doi: 10.1111/j.1467-9922.2011.00638.x.
• Lantolf, J. P. (2004). Sociocultural theory and second language and foreign language learning: An overview of sociocultural theory. In K. Van Esch & O. St. John (Eds.), New insights into foreign language learning and teaching (pp. 13–34). Frankfurt: Peter Lang.
• Lasagabaster, D. (2017). Language learning motivation and language attitudes in multilingual Spain from an international perspective. The Modern Language Journal, 101(3), 583-596. Doi: 10.1111/modl.12414.
• McEown, M., Sawaki, Y. & Harada, T. (2017). Foreign Language Learning Motivation in the Japanese Context: Social and Political Influences on Self. The Modern Language Journal, 101(3), 533-547. Doi: 10.1111/modl.12411.
• Mendenhall, M. (2001). New perspectives on expatriate adjustment and its relationship to global leader ship development. In Mendenhall, M., Kühlmann, T., & Stahl, G. (eds.) Developing global business leaders: Policies, processes, and innovations. Westport, CT: Quorum Books: 1-16.
• Nunan, A. (2017). Giving learners a multicultural voice: An English speaking university context. Cercles, 7(2), 435-449.
• Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage.Phillips, R. (2013). Space for curiosity. Progress in Human Geography, 38(4), 493-512. Doi: 10.1177/0309132513506271.
• Piaget, J. (1969). The psychology og intelligence. New York: Littlefield, Adams.
• Reio, T. G., Petrosko, J. M., Wiswell, A. K., & Thongsukmag, J. (2006). The measurement and conceptualization of curiosity. The Journal of Genetic Psychology, 167(2), 117-135.
• Semaan, G. & Yamazaki, K. (2015). The relationship between global competence and language learning motivation: An empirical study in critical language classrooms. Foreign Language Annals, 48(3), 511-520. Doi: 10.1111/flan.12146.
• Shedicy, S. (2004). Factors that lead some students to continue the study of foreign language past the usual 2 years in high school. System, 32,103-119. Doi:10.1016/j.system.2003.09.008.
• Silvia, P. J. (2005). What is interesting? Exploring the appraisal structure of interest. Emotion, 5, 89-102.
• Silvia, P. J. (2008). Interest-the curious emotion. Current Directions in Psychological Science, 17, 57-60.
• Spolsky, B. (1969). Attitudinal aspects of second language learning. Language Learning, 19, 271-283.
• Taguchi, N. (2014). Pragmatic competence in foreign language education: cultivating learner autonomy and strategic learning of pragmatics. Proceedings of CLaSIC, 472-486.
• Takkaç-Tulgar, A. (2016). The role of pragmatic competence in foreign language education. Turkish Online Journal of English Language Teaching, 1(1), 10-19.
• Takkaç-Tulgar, A. (2018). A tale of two skills: Attitudes of learners towards reading and writing in foreign context and target context. The Reading Matrix: An International Online Journal, 18(1), 139-157.
• White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
• Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32, 235-263.
• Yin, R. K. (1984). Case study research: Design and methods. Beverly Hills, CA: Sage.