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THE EFFECTS OF MOTIVATION TYPES INSTRUMENTAL AND INTEGRATIVE ON WRITING PROFICIENCY AMONG IRANIAN IELTS CANDIDATES

Yıl 2012, Cilt: 8 Sayı: 15, 109 - 123, 01.01.2012

Öz

The present study aimed at making a comparison between integratively motivated IELTS candidates and their instrumentally motivated peers in terms of their writing achievement. Moreover, the above-mentioned groups were compared based on their proficiency score on IELTS Test. In order to carry out the study, the participants of the study were chosen as 245 Iranian IELTS candidates who had initially taken the actual IELTS test in Iran. In addition to that, the questionnaire which was utilized by Laine 1987 , to determine the type of motivation each participant possessed, was used. The obtained data formed two groups of 86 integrative and 110 instrumental candidates. Using the results obtained from the proficiency test, a one-way ANOVA was run. The result indicated that there was no statistically significant difference between the two groups in so far as their proficiency was concerned and it therefore was concluded that the two groups were at the same level of proficiency. Moreover, the statistical analyses, using one-way ANOVA, revealed that there was no significant difference between the integratively oriented participants and instrumentally oriented ones as far as their writing was concerned

Kaynakça

  • Abu-Rabia, S. (1995), “Attitudes and cultural background and their relationship to English in multicultural social context: The case of male and female Arab immigrants in Canada”, Educational Psychology, 15(3), 323.
  • Au, S.Y. (1988), “A critical appraisal of Gardner‟s socio-psychology theory of second language learniung”, Language Learning Journal, 38, 75-100.
  • Bizzell, P. (1992), Academic discourse and critical consciousness, Pittsburgh: University of Pittsburgh Press.
  • Bronson, M. (2005), “Writing passage: Academic literacy socialization among ESL graduate students, a multiple case study”, Dissertation Abstracts International, 66(1), 103.
  • Candlin, C.N., & Hyland, K.(Eds.).(1999), Writing: texts, processes & practices, Longman, London.
  • Chastain, K. (1988), Developing second language skills: theory and practice (3rd ed), Harcourt Brace and Jovanovich, New York.
  • Chomsky, N. (1988), Language and Problems of Knowledge, MLT Press, Cambridge Mass.
  • Dornyei, Z. (1990), “Conceptualizing motivation in foreign language learning”, Language Learning, 40, 45-78
  • Ehrman, M. (1996), Understanding second language learning difficulties, Thousand Oaks, CA: Sage.
  • Falk, J. (1978), Linguistics and language: A survey of basic concepts and implications (2nd ed.), John Wiley and sons, New York.
  • Fazel, I. (2002), Effects of Motivation on Oral Proficiency Among Iranian Female Students Of English At Shiraz University Language Center, Unpublished M.A. Thesis, Shiraz University, Shiraz, Iran.
  • Flower, L., & Hayes, J. R. (1981), “A cognitive process theory of writing”, College composition communication, 32(?), 365-387.
  • Gardner, R.C. (1960), Motivational variables in second language acquisition, Published Doctoral dissertation, McGill University, Montreal.
  • Gardner, R.C. (1968), “Attitudes and motivation: Their role in second language acquisition”, TESOL, Vol. 2, 141-149.
  • Gardner, R.C. (1979), “Social-psychological aspects of second language acquisition”, Language and social psychology, (Eds. In H. Giles and R.S. Clair), Basil Blackwell, Oxford, 193-220.
  • Gardner, R. C. (1985), Social psychology and second language learning: The role of attitude and motivation, Edward Arnold, London.
  • Gardner, R.C., & Lambert, W.E. (1959), “Motivational variables in second language acquisition”, Canadian Journal of Psychology, Vol. 13, 266-272.
  • Gardner, R.C., & Lambert, W. E. (1972), Attitudes and motivations in second language learning, Rowley: Newbury House Publishers.
  • Gardner, R.C. & Smythe, P.C. (1975), “Motivation and second language acquisition”, Canadian Modern Language Review, 3, 218-233.
  • Gardner, R.C., Smythe, P.C., Clèment, R., & Gilksman, L. (1976), “Second language learning: A social psychological perspective”, Canadian Modern Language Review, Vol. 32, 198-213.
  • Hassani, H. (2005), The relationship between intrinsic and extrinsicmotivation and Iranian EFL Students' gender, Level of University Instruction, and the EFL proficiency, Unpublished M.A. thesis, Shiraz University, Shiraz, Iran.
  • Kaylani, C. (1996), The influence of gender and motivation on EFL learning strategy use in Jordan, Language learning strategies around the world: cross-cultural perspectives, (Ed. In: Oxford, R.), University of Hawaii Press, Hawaii, 75-88.
  • Kolb, D.A. (1984), Experiential learning, Englewood Cliffs, NJ: Prentice Hall.
  • Laine, J. E. (1987), Affective Factors in Foreign Language Learning and Teaching Cross-Language Studies, (No 13), Jyvaskyla University, Department of English, Jyvaskyla.
  • Lewin, K. (1964), Field theory and learning, Field theory social science, (Ed. In D. Cartwright), Harper & Row, New York, 60-86.
  • Lukmani, Y. M. (1972), “Motivation to learn and language proficiency”, Language Learning, 22(2), 261-273.
  • Pallant, J. (2005), SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows, Open University Press, Buckingham.
  • Ramazanian, M. (1998), The motivation for language learning among Shiraz University undergraduate students of English as a foreign language, Unpublished M.A. thesis, Shiraz University, Shiraz, Iran.
  • Rogers, C. (1969), Freedom to learn, Columbus, OH: Merril.
  • Roohani, A. (2001), An Investigation Into EFL Students’ Motivation in Shiraz State and Islamic Azad University, Unpublished M.A. thesis, Shiraz University, Shiraz, Iran.
  • Rubin, B., Katznelson, E., Perpignan, H. (2005), “Learning for life: the potential of academic writing courses for individual EFL learners”,System, 33, 17-27.
  • Salimi, M. R. (2000), Affective Factors in Learning English: A Study of the Filter, Unpublished M.A. Thesis, Shiraz University, Shiraz, Iran.
  • Sedaghat, M. (2001), The Effects of Attitude, Motivation and Proficiency Level On the Use of Listening Comprehension Strategies by Iranian Female Learners, Unpublished M.A. Thesis, Shiraz University, Shiraz, Iran.
  • Silva, T., & Mastud, P.K. (Eds.). (2001), On second language writing, Mahwah, NJ: Lawrence Erlbaum.
  • Spolsky, B. (1969), “Attitudinal aspects of second language learning”, Language Learning, Vol. 19, 271-285.
  • Strong, M. (1984), “Integrative motivation: Cause or result of second language acquisition?”, Language Learning, 34, 1-14.
  • Tamada, y. (1996), “The relationship between Japanese Learners, personal factors and their choices of language learning strategies” , Modern Language Journal, 80(12) , 120-131.
  • Tremblay, P. F., & Gardner, R. C. (1995), “Expanding the motivation construct inlanguage learning”, Modern Language Journal, 79, 505–520.
  • UCLES. (2005), IELTS handbook 2005, Retrieved from the IELTS Web site: http://www.ielts.org/pdf/IELTS_Handbook_2005.pdf
  • Zhu, W. (2004), “Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in disciplines”, Journal of second language writing, 13(11), 29-48.

İRANLI IELTS ADAYLARININ YAZMA YETERLİLİĞİ ÜZERİNE MOTIVASYON ARAÇSAL VE BÜTÜNLEYİCİ ÇEŞİTLERİNİN ETKİLERİ

Yıl 2012, Cilt: 8 Sayı: 15, 109 - 123, 01.01.2012

Öz

Bu çalışma, bütünüyle motive olmuş IELTS adayları ile onlarin araçsal olarak motive olmuş emsaller arasinde yazma başarısı açisindan bir karşılaştırma yapmayı amaçladi. Bununla birlikte, yukarıda bahsi geçen gruplar IELTS ‘ ten aldıkları yeterlilik puanına göre karşılaştırılmışlardır. Bu çalışmayı yürütmek için, çalışmanın katılımcıları ilk başta asıl IELTS sınavına Iran’da girmiş olan 245 Iranlı IELTS adayı olarak seçildi. Buna ek olarak, Laine’in 1987 her bir aday üzerinde ne çeşit bir motivasyona sahip olduklarını belirlemek için uyguladığı anket kullanildı. Elde edilen bilgi 86’sı bütünüyle motive olmuş, 110’u araçsal şekilde motive olmuş iki grup ortaya çıkardı. Yeterlilik sınavından elde edilen sonuçlarla tek yönlü bir ANOVA analysis of variance = farklılık analizi uygulandı. Sonuç bu iki grubun yeterlilikleri göz önüne alındığında istatiksel olarak bu iki grubun arasında çok önemli bir farkın bulunmadığını gösterdi ve bu yüzden iki grubun da yeterliliklerinin eşit seviyede olduğu sonucu çıkarıldı. Bununla birlikte, tek yönlü ANOVA’ yı kullanan istatiksel analiz, yazma konusunda bütünüyle kendini bu yöne yöneltmiş ve araçsal şekilde motive olmuşlar arasında büyük bir farklılık olmadığını göstedi.

Kaynakça

  • Abu-Rabia, S. (1995), “Attitudes and cultural background and their relationship to English in multicultural social context: The case of male and female Arab immigrants in Canada”, Educational Psychology, 15(3), 323.
  • Au, S.Y. (1988), “A critical appraisal of Gardner‟s socio-psychology theory of second language learniung”, Language Learning Journal, 38, 75-100.
  • Bizzell, P. (1992), Academic discourse and critical consciousness, Pittsburgh: University of Pittsburgh Press.
  • Bronson, M. (2005), “Writing passage: Academic literacy socialization among ESL graduate students, a multiple case study”, Dissertation Abstracts International, 66(1), 103.
  • Candlin, C.N., & Hyland, K.(Eds.).(1999), Writing: texts, processes & practices, Longman, London.
  • Chastain, K. (1988), Developing second language skills: theory and practice (3rd ed), Harcourt Brace and Jovanovich, New York.
  • Chomsky, N. (1988), Language and Problems of Knowledge, MLT Press, Cambridge Mass.
  • Dornyei, Z. (1990), “Conceptualizing motivation in foreign language learning”, Language Learning, 40, 45-78
  • Ehrman, M. (1996), Understanding second language learning difficulties, Thousand Oaks, CA: Sage.
  • Falk, J. (1978), Linguistics and language: A survey of basic concepts and implications (2nd ed.), John Wiley and sons, New York.
  • Fazel, I. (2002), Effects of Motivation on Oral Proficiency Among Iranian Female Students Of English At Shiraz University Language Center, Unpublished M.A. Thesis, Shiraz University, Shiraz, Iran.
  • Flower, L., & Hayes, J. R. (1981), “A cognitive process theory of writing”, College composition communication, 32(?), 365-387.
  • Gardner, R.C. (1960), Motivational variables in second language acquisition, Published Doctoral dissertation, McGill University, Montreal.
  • Gardner, R.C. (1968), “Attitudes and motivation: Their role in second language acquisition”, TESOL, Vol. 2, 141-149.
  • Gardner, R.C. (1979), “Social-psychological aspects of second language acquisition”, Language and social psychology, (Eds. In H. Giles and R.S. Clair), Basil Blackwell, Oxford, 193-220.
  • Gardner, R. C. (1985), Social psychology and second language learning: The role of attitude and motivation, Edward Arnold, London.
  • Gardner, R.C., & Lambert, W.E. (1959), “Motivational variables in second language acquisition”, Canadian Journal of Psychology, Vol. 13, 266-272.
  • Gardner, R.C., & Lambert, W. E. (1972), Attitudes and motivations in second language learning, Rowley: Newbury House Publishers.
  • Gardner, R.C. & Smythe, P.C. (1975), “Motivation and second language acquisition”, Canadian Modern Language Review, 3, 218-233.
  • Gardner, R.C., Smythe, P.C., Clèment, R., & Gilksman, L. (1976), “Second language learning: A social psychological perspective”, Canadian Modern Language Review, Vol. 32, 198-213.
  • Hassani, H. (2005), The relationship between intrinsic and extrinsicmotivation and Iranian EFL Students' gender, Level of University Instruction, and the EFL proficiency, Unpublished M.A. thesis, Shiraz University, Shiraz, Iran.
  • Kaylani, C. (1996), The influence of gender and motivation on EFL learning strategy use in Jordan, Language learning strategies around the world: cross-cultural perspectives, (Ed. In: Oxford, R.), University of Hawaii Press, Hawaii, 75-88.
  • Kolb, D.A. (1984), Experiential learning, Englewood Cliffs, NJ: Prentice Hall.
  • Laine, J. E. (1987), Affective Factors in Foreign Language Learning and Teaching Cross-Language Studies, (No 13), Jyvaskyla University, Department of English, Jyvaskyla.
  • Lewin, K. (1964), Field theory and learning, Field theory social science, (Ed. In D. Cartwright), Harper & Row, New York, 60-86.
  • Lukmani, Y. M. (1972), “Motivation to learn and language proficiency”, Language Learning, 22(2), 261-273.
  • Pallant, J. (2005), SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows, Open University Press, Buckingham.
  • Ramazanian, M. (1998), The motivation for language learning among Shiraz University undergraduate students of English as a foreign language, Unpublished M.A. thesis, Shiraz University, Shiraz, Iran.
  • Rogers, C. (1969), Freedom to learn, Columbus, OH: Merril.
  • Roohani, A. (2001), An Investigation Into EFL Students’ Motivation in Shiraz State and Islamic Azad University, Unpublished M.A. thesis, Shiraz University, Shiraz, Iran.
  • Rubin, B., Katznelson, E., Perpignan, H. (2005), “Learning for life: the potential of academic writing courses for individual EFL learners”,System, 33, 17-27.
  • Salimi, M. R. (2000), Affective Factors in Learning English: A Study of the Filter, Unpublished M.A. Thesis, Shiraz University, Shiraz, Iran.
  • Sedaghat, M. (2001), The Effects of Attitude, Motivation and Proficiency Level On the Use of Listening Comprehension Strategies by Iranian Female Learners, Unpublished M.A. Thesis, Shiraz University, Shiraz, Iran.
  • Silva, T., & Mastud, P.K. (Eds.). (2001), On second language writing, Mahwah, NJ: Lawrence Erlbaum.
  • Spolsky, B. (1969), “Attitudinal aspects of second language learning”, Language Learning, Vol. 19, 271-285.
  • Strong, M. (1984), “Integrative motivation: Cause or result of second language acquisition?”, Language Learning, 34, 1-14.
  • Tamada, y. (1996), “The relationship between Japanese Learners, personal factors and their choices of language learning strategies” , Modern Language Journal, 80(12) , 120-131.
  • Tremblay, P. F., & Gardner, R. C. (1995), “Expanding the motivation construct inlanguage learning”, Modern Language Journal, 79, 505–520.
  • UCLES. (2005), IELTS handbook 2005, Retrieved from the IELTS Web site: http://www.ielts.org/pdf/IELTS_Handbook_2005.pdf
  • Zhu, W. (2004), “Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in disciplines”, Journal of second language writing, 13(11), 29-48.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Ayoob Damavand Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 8 Sayı: 15

Kaynak Göster

APA Damavand, A. (2012). THE EFFECTS OF MOTIVATION TYPES INSTRUMENTAL AND INTEGRATIVE ON WRITING PROFICIENCY AMONG IRANIAN IELTS CANDIDATES. Uluslararası Yönetim İktisat Ve İşletme Dergisi, 8(15), 109-123.