Türkiye’de Üniversite Bağlamında İkinci Dil Motivasyon Benlik Sisteminin İncelenmesi

Yıl 2021, Cilt: 50 Sayı: 2, 649 - 662, 29.10.2021

Simla Course , Fatma Özlem Saka

https://doi.org/10.14812/cuefd.955225

Cited By: 4

Öz

Bu çalışmanın amacı, ikinci dil motivasyon benlik sistemlerinin, yabancı dil öğrenme motivasyonunu Türkiye üniversite bağlamında ne kadar açıkladığını araştırmaktır. Bu amaca yönelik olarak, Türkiye’deki bir devlet üniversitesinde İngilizce öğrenimi görmekte olan 668 üniversite öğrencisinden karma araştırma yöntemi kullanılarak 51 maddelik bir anket ve yarı yapılandırmacı mülakat ile veri toplanmıştır. Hem anket hem de mülakattan elde edilen veri öğrencilerin yabancı dil öğrenme motivasyonlarında ideal ikinci dil benliği ve zorunlu ikinci dil benliği yerine, ikinci dil motivasyon benlik sisteminin üç ayağından biri olan yabancı dil öğrenme deneyimlerinin çok büyük etkisi olduğunu göstermiştir. Mülakatlardan elde edilen nitel veri, bu çalışmada dil öğrenme motivasyonunda en çok yabancı dil öğretmenlerinin etkili olduğunu göstermiştir. Bu etkinin iki şekilde sağlandığı görülmüştür; öğretmenlerin öğrencilerle kurdukları bağ ve öğrencilerin öğretmenlere atfettikleri olumlu bireysel nitelikler vasıtasıyla. İkinci dil motivasyon benlik sisteminin öğelerinin arasındaki ilişki ile ilgili bulgular ise bundan önceki çalışmaların sonuçları ile aynı doğrultudadır ve araçsal teşviğin ideal ikinci dil benliğini tahmin ettiği bulunmuştur. Benzer şekilde zorunlu ikinci dil benliği ve araçsal önlem arasında kuvvetli korelasyon bulunmuştur. Ancak İngilizce öğrenmeye yönelik tutumları en çok bütünleşme ve ideal ikinci dil benliği tahmin ettiği görülmüştür. Son olarak, bulgular öğrencilerin motivasyonlarının zamanla değişen ve evrilen dinamik bir sistem olduğunu ortaya koymaktadır. 

Anahtar Kelimeler

İkinci dil benlik sistemi, dil öğrenme motivasyonu, yabancı dil olarak İngilizce.

Investigating L2 Motivational Self System in the Turkish University Context

Öz

This research explores how well L2 motivational self systems explain language learning motivation of university students in the Turkish context. To this end, data were collected from 668 university students in a state university in Turkey using a 51-item questionnaire and semi-structured interviews in this mixed methods research. The data from both the questionnaire and the interview indicate an overwhelming impact of language learning experience on the learners’ motivation to learn English as a foreign language as opposed to their ideal L2 selves or ought-to L2 selves. The findings about the relationship among the components of L2 motivational self systems are in line with the results of the previous research, lending support to the framework of L2 motivational self systems. Finally, the results suggest that learners’ motivation is a dynamic system, changing and evolving over time. The study has implications for language teachers, curriculum designers as well as further research in language learning motivation.

Anahtar Kelimeler

L2 motivational self systems, language learning motivation, English as a foreign language.

Kaynakça

• Altıner, C. (2018). Preparatory school students’ English language learning motivation: A sample from Turkey. Universal Journal of Educational Research, 6(8), 1729-1737. DOI: 10.13189/ujer.2018.060814
• Arslan, T. & Çiftiçi, H. (2021). Second language motivational self system of sixth graders in Turkey: A correlational study. TESOL Journal, 12(1). https://doi.org/10.1002/tesj.518
• Busse, V. & Williams, M. (2010) Why German? Motivation of students studying German at English universities. The Language Learning Journal, 38(1), 67-85
• By, H. & Laohawiriyanon, C. (2019) The L2 motivational self system of low and high achievers in a Cambodian context, PASAA, 57, 67-100
• Ceyhan-Bingöl, Z., Akarslan, K. & Özkan, Y. (2020). An Investigation into motivational self-systems of Turkish English language learners in higher education. Journal of Education and Practice, 11(34), 9-19.
• Csizer, K. & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.) Motivation, Language Identity and the L2 Self (pp. 98-118) Bristol, UK: Multilingual Matters.
• Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford, UK: Oxford University Press.
• Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.) Motivation, Language Identity and the L2 Self (pp. 9-42) Bristol, UK: Multilingual Matters.
• Dörnyei, Z. (2014). Future self-guides and vision. In K. Csizer & M. Magid (Eds.) The Impact of Self-Concept on Language Learning (pp. 7-18) Bristol, UK: Multilingual Matters.
• Gardner, R. C. 1985. Social Psychology and Second Language Learning The Role of Attitudes and Motivation. London: Edward Arnold
• Huang, H.-T., Hsu, C.-C. & Chen, S.-W. (2015) Identification with social role obligations, possible selves, and L2 motivation in foreign language learning. System (51), 28-38.
• Islam, M., Lamb, M. & Chambers, G. (2013). The L2 motivational self system and national interest: A Pakistani perspective. System 41(2), 231-244.
• Kormos, J. & Csizer, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behaviour. Language Learning 58(2), 327-355.
• Lamb, M. (2012). A self system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62(4), 997-1023. DOI: 10.1111/j.1467-9922.2012.00719.x
• Leech, N. L. & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality & Quantity: International Journal of Methodology, 43(2), 265-275. DOI: 10.1007/s11135-007-9105-3
• Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System 46, 451-461.
• Markus, H. & Nurius, P. (1986). Possible selves. American Psychologist. 41(9), 954-969.
• Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System 39(3), 335-346.
• Mercer, S. (2014). Re-imagining the self as a network of relationships. in K. Csizer & M. Magid (eds.) The Impact of Self-Concept on Language Learning. (pp. 51-69). Bristol, UK: Multilingual Matters.
• Moskovsky, C., Racheva, S., Assulaimani, T. & Harkins, J. (2016). The L2 motivational self system and L2 achievement: a study of Saudi EFL learners. The Modern Language Journal 100(3), 641-654.
• Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. EUROSLA Yearbook, 13, 176-198
• Nakamura, T. (2016). A comparative analysis of Japanese language learners’ motivation in Australia and Korea. Innovation in Language Learning and Teaching, 12(4), 316-329, DOI: 10.1080/17501229.2016.1213267
• 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), 01-11.
• Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behaviour: A structural equation modelling approach. System 38(3), 467-479.
• Papi, M. & Teimouri, Y. (2012). Dynamics of selves and motivation: A cross-sectional study in the EFL context of Iran. International Journal of Applied Linguistics 22(3), 287-309.
• Peker, H. (2020). Feared L2 self as an emerging component of the reconceptualized L2 motivational self system. Eurasian Journal of Applied Linguistics, 6(3), 361-386, DOI: 10.32601/ejal.834658.
• Schoonenboom, J. & Johnson, R., B. (2017). How to construct a mixed methods research design. Köln Z Soziol 69, 107–131. DOI: 10.1007/s11577-017-0454-1
• Taguchi, T., Magid, M. & Papi, M. (2009). The L2 motivational self system among Japanese, Chienese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.) Motivation, Language Identity and the L2 Self (pp. 66-97) Bristol, UK: Multilingual Matters.
• Yetkin, R. & Ekin, S. (2018). Motivational orientations of secondary school EFL learners toward language learning. Eurasian Journal of Applied Linguistics. 4(2), 375-388
• Ueki, M. & Takeuchi, O. (2013). Forming a clearer image of ideal L2 self: the L2 motivational self system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching. 7(3), 238-252, DOI: 10.1080/17501229.2013.836205
• Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity, in Z. Dörnyei & E. Ushioda (Eds.) Motivation, Language Identity and the L2 Self (pp. 215-228) Bristol, UK: Multilingual Matters.
• Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology. 82(4), 616-622.