Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 14 Sayı: 4, 1 - 11, 15.12.2018

Öz

Kaynakça

  • Bursali, 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.
  • Cohen, J.W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Csizér, 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. 98-117). Bristol, UK: Multilingual Matters.
  • Dewaele, J. M. (2009). Individual differences in second language acquisition. In W. C. Ritchie & T. K. Bhatia TK (Eds.), The new handbook of second language acquisition, 2 (pp. 623-646). Bingley, UK: Emerald.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
  • 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., & Al‐Hoorie, A. H. (2017). The motivational foundation of learning languages other than Global English: Theoretical issues and research directions. The Modern Language Journal, 101(3), 455-468.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Bristol, UK: Multilingual Matters.
  • Dörnyei, Z., Henry, A., & Muir, C. (2015). Motivational currents in language learning: Frameworks for focused interventions. New York, NY: Routledge.
  • Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. New York, NY: Routledge.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • 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), 319-340.
  • 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.
  • Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292.
  • 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.
  • 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.
  • Lanvers, U. (2016). Lots of selves, some rebellious: Developing the self discrepancy model for language learners. System, 60, 79-92.
  • 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. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361-367.
  • MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, 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., Dörnyei, Z., Clément, R., & 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), 954-969.
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25.
  • McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate and interpersonal communication. Personality and Interpersonal Communication, 6, 129-156.
  • Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. EUROSLA Yearbook, 13(1), 176-198.
  • Munezane, Y. (2016). Motivation, ideal self and willingness to communicate as the predictors of observed L2 use in the classroom. EUROSLA Yearbook, 16(1), 85-115.
  • Öz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. The Anthropologist, 19(1), 41-53.
  • Öz, H. (2016). Role of the ideal L2 self in predicting willingness to communicate of EFL students. In H. H. Mirici, I. H. Erten, H. Öz & I. Vodopija-Krstanović (Eds.), Research papers on teaching English as an additional language (pp. 163-182). Rijeka, Croatia: Faculty of Humanities and Social Sciences, University of Rijeka
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
  • Peng, J. E. (2015). L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2), 433-443.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese 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.
  • Thompson, A. S., & Vásquez, C. (2015). Exploring motivational profiles through language learning narratives. The Modern Language Journal, 99(1), 158-174.
  • Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
  • Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Bristol, UK: Multilingual Matters.
  • Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behaviour. In S. Mercer, S. Ryan, & M. Williams (Eds), Psychology for language learning: Insights from research, theory and practice. (pp.119-135.). Hampshire, UK; Palgrave Macmillan.

The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language

Yıl 2018, Cilt: 14 Sayı: 4, 1 - 11, 15.12.2018

Öz

























































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.


The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language



In recent years, the L2 Motivational Self System (L2 MSS) has become an influential motivational theory on second or foreign language (L2) learning. Consequently, the present study sought to find out the possible relationship between L2 MSS and L2 Willingness to Communicate (L2 WTC). Participants for the study were 105 university students enrolled in an English as a foreign language preparatory program at a private university in Ankara, Turkey. Data were collected by using the Ideal L2 self, the Ought-to L2 self, and Willingness to Communicate Inside the Classroom scales. Findings of descriptive statistics revealed that 32.4% of the participants had high, 40% had moderate, and 27.6% had low L2 MSS scores. Findings also indicated that the relationship between the Ideal L2 Self and L2 WTC was statistically significant; however, the relationship between the Ought-to L2 self and L2 WTC was not statistically significant. To further understand the relationship between the Ideal L2 Self and L2 WTC a partial correlation was conducted, and the results indicated that even though the relationship lost its magnitude, it was still significant.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Öz, Hüseyin



Affiliated
institution (University)



 Hacettepe University



Country



 Turkey



Email
address



 hoz@hacettepe.edu.tr

Department
& Rank



 English Language Teaching



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Bursalı, Nihan



Affiliated
institution (University)



 Ufuk University



Country



 Turkey



Email
address



 nihanbursali@gmail.com

Department
& Rank



 English Language Teaching 



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)



 



 


Kaynakça

  • Bursali, 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.
  • Cohen, J.W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Csizér, 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. 98-117). Bristol, UK: Multilingual Matters.
  • Dewaele, J. M. (2009). Individual differences in second language acquisition. In W. C. Ritchie & T. K. Bhatia TK (Eds.), The new handbook of second language acquisition, 2 (pp. 623-646). Bingley, UK: Emerald.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
  • 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., & Al‐Hoorie, A. H. (2017). The motivational foundation of learning languages other than Global English: Theoretical issues and research directions. The Modern Language Journal, 101(3), 455-468.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Bristol, UK: Multilingual Matters.
  • Dörnyei, Z., Henry, A., & Muir, C. (2015). Motivational currents in language learning: Frameworks for focused interventions. New York, NY: Routledge.
  • Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. New York, NY: Routledge.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • 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), 319-340.
  • 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.
  • Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292.
  • 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.
  • 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.
  • Lanvers, U. (2016). Lots of selves, some rebellious: Developing the self discrepancy model for language learners. System, 60, 79-92.
  • 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. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361-367.
  • MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, 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., Dörnyei, Z., Clément, R., & 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), 954-969.
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25.
  • McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate and interpersonal communication. Personality and Interpersonal Communication, 6, 129-156.
  • Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. EUROSLA Yearbook, 13(1), 176-198.
  • Munezane, Y. (2016). Motivation, ideal self and willingness to communicate as the predictors of observed L2 use in the classroom. EUROSLA Yearbook, 16(1), 85-115.
  • Öz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. The Anthropologist, 19(1), 41-53.
  • Öz, H. (2016). Role of the ideal L2 self in predicting willingness to communicate of EFL students. In H. H. Mirici, I. H. Erten, H. Öz & I. Vodopija-Krstanović (Eds.), Research papers on teaching English as an additional language (pp. 163-182). Rijeka, Croatia: Faculty of Humanities and Social Sciences, University of Rijeka
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
  • Peng, J. E. (2015). L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2), 433-443.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese 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.
  • Thompson, A. S., & Vásquez, C. (2015). Exploring motivational profiles through language learning narratives. The Modern Language Journal, 99(1), 158-174.
  • Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
  • Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Bristol, UK: Multilingual Matters.
  • Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behaviour. In S. Mercer, S. Ryan, & M. Williams (Eds), Psychology for language learning: Insights from research, theory and practice. (pp.119-135.). Hampshire, UK; Palgrave Macmillan.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Hüseyin Öz Bu kişi benim

Nihan Bursalı Bu kişi benim

Yayımlanma Tarihi 15 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 4

Kaynak Göster

APA 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.
AMA Öz H, Bursalı N. The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language. Journal of Language and Linguistic Studies. Aralık 2018;14(4):1-11.
Chicago Öz, Hüseyin, ve Nihan Bursalı. “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, sy. 4 (Aralık 2018): 1-11.
EndNote Öz H, Bursalı N (01 Aralık 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.
IEEE H. Öz ve N. Bursalı, “The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language”, Journal of Language and Linguistic Studies, c. 14, sy. 4, ss. 1–11, 2018.
ISNAD Öz, Hüseyin - Bursalı, Nihan. “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 (Aralık 2018), 1-11.
JAMA Öz H, Bursalı N. The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language. Journal of Language and Linguistic Studies. 2018;14:1–11.
MLA Öz, Hüseyin ve Nihan Bursalı. “The Relationship Between L2 Motivational Self System and Willingness to Communicate in Learning English As a Foreign Language”. Journal of Language and Linguistic Studies, c. 14, sy. 4, 2018, ss. 1-11.
Vancouver Öz H, Bursalı N. The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language. Journal of Language and Linguistic Studies. 2018;14(4):1-11.