An examination of psycholinguistic variables among learners of Turkish

Yıl 2018, Cilt: 14 Sayı: 3, 294 - 307, 15.09.2018

Adem Soruç , Carol Griffiths

Öz

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
An examination of psycholinguistic variables among learners of Turkish
This article describes a study into the multiple interacting factors which motivate learners of Turkish, the demand for which has been steadily increasing given the geo-political realities of the region at this time. A questionnaire was used which examined motivation, investment, beliefs and autonomy on a rating scale of 1 (strongly disagree) to 5 (strongly agree). In addition, a qualitative dimension was added by asking respondents to comment on their reasons for their ratings and to give examples where they could. The participants were 402 students of Turkish at the TÖMER centre at a Turkish university. The highest ratings were for motivation and the belief that Turkish is a good language to learn (median rating=5). All of the other items of the questionnaire were given a median rating of 4 (agree). Reasons given for the ratings included personal, educational or economic advancement, conflict avoidance, and a wide range of examples was also provided. The findings are discussed and compared with existing literature, and implications are proposed. Possibilities for further research are also suggested to follow up some of the interesting questions raised by the study.
Information about Author(s)*
Author 1
Author (Last name, First name)	Soruç, Adem
Affiliated institution (University)	Sakarya University
Country	Turkey
Email address	[e-mail]
Department & Rank	English Language Teaching
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)	Griffiths, Carol
Affiliated institution (University)	Auckland Institute of Studies, Auckland
Country	New Zealand
Email address	[e-mail]
Department & Rank	Applied Linguistics & Associate Professor, Dr.
Corresponding author (Yes/No)	No
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Anahtar Kelimeler

motivation; beliefs; investment; autonomy; attitude

Kaynakça

• Author 1, 2, & Co-author (2017).
• Author 2 (2017).
• Author 2 & Co-author (2016).
• Akkaya, A. (2013). Yabancılara Türkçe öğretimi kapsamında fıkralar: Nasreddin Hoca fıkraları. Milli Folklor, 25(100), 171-181.
• Anya, U. (2011). Connecting with communities of learners and speakers: Integrative ideals, experiences, and motivations of successful black second language learners. Foreign Language Annals, 44(3), 441-466.
• Arnold, J. (Ed.). (1999). Affect in language learning. Ernst Klett Sprachen.
• Barcelos, A. (2003). Researching beliefs about SLA: A critical review. In Kalaja, P., & Barcelos, A. (Eds.), Beliefs about SLA: New research approaches (pp. 7-33). Netherlands: Kluwer.
• Barcelos, A. (2008). Learning English: Students’ beliefs and experiences in Brazil. In Kalaja, P., Menezes, V., & Barcelos, A. (Eds.), Narratives of learning and teaching EFL (pp. 35-48). Houndmills, UK: Palgrave Macmillan.
• Benson, P. (2013). Teaching and researching autonomy (2nd ed). New York: Routledge
• Cenoz, J., & Gorter, D. (2013). Towards a plurilingual approach in English language teaching: softening the boundaries between languages. TESOL Quarterly, 47(3), 591-599.
• Cohen, A., & Dörnyei. Z. (2002). Focus on the Language Learner: Motivation, Styles and Strategies. In Schmitt, N. (Ed.), An introduction to applied linguistics (pp.170-190). London, UK: Edward Arnold.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th edition). London & New York: Routledge.
• Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.
• Deci, E., & Ryan, R. (1980). The empirical exploration of intrinsic motivational processes. In Berkowitz, L. (Ed.), Advances in experimental social psychology, Vol. 13, (pp. 39-80). New York: Academic Press.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
• Dörnyei, Z., MacIntyre, P., & Henry, A. (Eds.) (2015). Motivational dynamics in language learning. Bristol, UK: Multilingual Matters.
• Gao, X., & Lamb, T. (2011). Exploring links between identity, motivation and autonomy. In Murray, G., Gao, X., & Lamb, T. (Eds.), Identity, motivation and autonomy in language learning (pp. 1-8). Bristol: Multilingual Matters.
• Gardner, R. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold.
• Gardner, R., & Lambert, W. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
• Gardner, R., & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
• Gardner, R. & MacIntyre, P. (1991). An instrumental motivation in language study: Who says it isn’t effective? Studies in Second Language Acquisition, 13, 57-72.
• Ghorbandordinejad, F., & Ahmadabad, R. (2016). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety. Journal of Psycholinguistic research, 45, 739-752.
• Guiora, A., Brannon, R., & Dull, C. (1972). Empathy and second language learning, Language Learning, 22(1), 111-130.
• Holec, H. (1979) Autonomy in foreign language learning. Oxford: Pergammon.
• Holec, H. (1981). Autonomy and foreign language learning. Oxford, UK: Pergamon.
• Horwitz, E. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340.
• Horwitz, E. (1987). Surveying student beliefs about language learning. In Wenden, A., & Rubin, J. (Eds.), Learner strategies in language learning (pp. 119-132). London: Prentice Hall.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
• Kara, M. (2010). Oyunlarla yabancılara Türkçe öğretimi. Türklük Bilimi Araştırmaları, 27(27), 407-421.
• Krashen, S. & Terrell, T. (1983). The Natural Approach. Hayward, California: Hayward Press.
• Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory practice and research. Bristol (UK). Multilingual Matters.
• Mercer, S. (2014). The self from a complexity perspective. In Mercer, S., & Williams, M. (Eds.). Multiple Perspectives on the Self in SLA, Bristol, UK: Multilingual matters.
• Myers, E. (1962). The Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists Press.
• Nel, C. (2008). Learning style and good language learners. In Author 2 (Ed.). Norton Peirce, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29, 9-31.
• Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (Eds.) (2017). Autonomy in second language learning: Managing the Resources. Berlin: Springer.
• Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9(1), 41-51.
• Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary educational psychology, 25, 54-67.
• Şeref, I. (2013). Yabancı dil olarak Türkçe öğretiminde yazma ve konuşma becerileri kazandırmada iletişimsel yaklaşımın kullanımı için model önerisi. International Journal of Language Education and Teaching, 1, 43-60.
• Schumann, J. (1975). Affective factors and the problem of age in second language acquisition. Language Learning, 25(2), 209-235.
• Tiryaki, E. N. (2013). Yabancı dil olarak Türkçe öğretiminde yazma eğitimi. Ana Dili Eğitimi Dergisi, 1(1), 38-44.
• Tuna, S. T. (2014). Yabancılara Türkçe öğretiminde Türk halk edebiyatı metinleri kullanımı: Oğuz Kağan destanı örneği. Electronic Turkish studies, 9(3), 1481-1497.
• Ushioda, E. (2008). In Author 2 (Ed.).
• Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, NJ.: General Learning Press.
• Weiner, B. (1985). An attributional theory of achievement, motivation and emotion. Psychological Review, 92, 548-573.
• Wenden, A. (1991). Learner strategies for learner autonomy. Englewood Cliffs, NJ, USA: Prentice Hall.
• White, C. (2008). In Author 2 (Ed.)
• Yılmaz, O. (2015). Yaratıcı yazma çalışmalarının Türk soylu öğrencilerin Türkiye Türkçesi öğrenmelerine katkısı üzerine bir uygulama. Ekev Akademi Dergisi, 62, 629-640.
• Yılmaz, F., & Taşkın, M. (2014). Hacivat karagöz oyunları ile Türkçenin yabancı dil olarak öğretimi ve kültür aktarımı. Akademik Sosyal Araştırmalar Dergisi, 5, 270-288.