İngilizce’nin Yabancı Dil Olarak Öğretildiği Sınıflarında Motivasyon Stratejileri Kullanımı: Türkiye’deki İngilizce Öğretmenleri İçin Bir Rehber

Öz

Motivasyon yabancı dil öğreniminde başarıyı belirleyen son derece önemli bir etken olmasına rağmen, dil öğrenenleri motive etme yolları yabancı dil eğitimi araştırmalarında yeterince ilgi görmemiştir. Oysa ki, yabancı dil öğretmenlerinin motivasyon artırmaya yönelik yollarla ilgili yönlendirmeye ihtiyacı vardır. Bu yüzden, bu araştırma Türkiye’de yabancı dil olarak İngilizce öğretiminde önemli olduğu düşünülen motivasyon stratejilerini ortaya çıkarmayı ve Türkiye’deki İngilizce öğretmenlerine faydalanabilecekleri bir grup makro-strateji sunmayı amaçlamaktadır. Ayrıca, önem verilen stratejilerle sınıf ortamında kullanılan stratejileri karşılaştırarak, önemli görüldüğü halde ihmal edilen motivasyon stratejilerini ortaya çıkarmak bu çalışmanın diğer bir hedefidir. Bu amaçla, katılımcı İngilizce öğretmenlerinden Dörnyei ve Csizer 1998 tarafından öne sürülen 50 motivasyon stratejisini önemleri ve kullanım sıklıkları bakımından değerlendirmeleri istenmiştir. Bu değerlendirmelere dayanarak en önemli görülen on strateji ve en sık kullanılan on strateji olmak üzere iki grup belirlenmiş ve önemli görüldüğü halde eğitim-öğretim ortamlarınca bu denli kullanılmayan stratejiler vurgulanmıştır

Anahtar Kelimeler

• Motivasyon, Motivasyon Stratejileri, Türkiye’de Yabancı Dil olarak İngilizce Öğretimi.

The Use of Motivational Strategies in EFL Classrooms: A Guide for Turkish EFL Teachers

Öz

Motivation is a highly influential factor in determining success in second/foreign language learning; however, the question of how to motivate language learners has not received sufficient attention in L2 research. In the literature, there is a need for some guidance for language teachers as to the ways of fostering motivation. Therefore, the present study aims to explore the mostly valued motivational strategies in Turkish EFL context and offer a set of motivational macro-strategies which can serve teachers of English in Turkey as commandments. It is also another purpose of the study to find out the frequency of motivational strategy use in language classes and to identify and highlight the mismatch between the attached importance and actual use of the strategies. The participant teachers were asked to rate 50 strategies that were proposed by Dörnyei and Csizer 1998 in terms of their importance and frequency of use. Based on their responses a list of ten most important motivational strategies was formed, the most frequently used strategies were identified and the underutilized strategies were highlighted

Anahtar Kelimeler

• Motivation, Motivational Strategies, Turkish EFL Context

Kaynakça

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