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Türk EFL Bağlamında Motivasyon, Tutum ve İdeal Hedef Dil Benliği'nin İngilizce İletişim Kurma İsteğini Yordamadaki Rolü

Yıl 2017, Cilt: 5 Sayı: 2, 360 - 374, 20.12.2017

Öz

İkinci dil ediniminin ana bileşenlerinden biri olduğuna inanılan iletişim kurma isteği WTC , ikinci bir dili öğrenmeyi etkileyen faktörleri araştırmak için yapılan birçok araştırmanın konusu olmuştur. Bir dil sınıfında uygulanan yaklaşım veya teknik ne olursa olsun, İngilizceyi yabancı dil olarak öğrenen pek çok öğrenci, İngilizcede etkili bir şekilde iletişim kurma becerisini geliştirilmesi en zor beceri olarak algılamaktadır. Bu nedenle, iletişim kurma isteği kavramı, birçok araştırmacı için önemli bir araştırma alanıdır. Bu çalışma, üniversite öğrencilerinin İngilizce iletişim kurmaya ne kadar istekli olduklarını ve bunun, öğrencilerin İngilizce öğrenme motivasyonlarını, İngilizce öğrenmeye karşı tutumlarını ve ideal hedef dil benliğini içeren bireysel duygusal faktörlerle olan ilişkisini incelemeyi amaçlamaktadır. Araştırmaya Pamukkale Üniversitesi Yabancı Diller Yüksek Okulu'nda öğrenim görmekte olan 158 öğrenci katılmıştır. Veriler anket vasıtasıyla toplanmıştır. Analiz sonuçlarına göre, öğrencilerin ideal hedef dil benlikleri yüksek ve İngilizce öğrenmeye yönelik tutumları olumlu iken, İngilizce iletişim kurmaya orta düzeyde istekli oldukları ve orta düzeyde motivasyona sahip oldukları görülmüştür. Ayrıca, öğrencilerin İngilizce iletişim kurma isteğinde ve motivasyonlarında cinsiyete bağlı olarak önemli farklılıklar bulunmuştur. Pearson korelasyon katsayıları analizi, öğrencilerin İngilizce iletişim kurma isteğinin, ideal hedef dil benlikleriyle orta derecede, İngilizce öğrenme motivasyonları ve tutumları ile de zayıf düzeyde ilişkili olduğunu göstermiştir. Son olarak, ideal hedef dil benliği, bu bağlamda İngilizce iletişim kurma isteğinin tek yordayıcısı olarak belirlenmiştir. Bulgulara dayanarak, bu çalışma İngilizce dil sınıfları için bazı pedagojik çıkarımları ortaya koymuştur. Öğretmenlerin, öğrencilerin İngilizce iletişim kurma isteklerini, ideal hedef dil benliklerini, motivasyonlarını ve tutumlarını birbiri ile ilgili yapılar olarak görmeleri ve öğrencilerin İngilizce iletişim yeterliliği kazanması için gerekli adımları atmaları ve öğrencilerin ideal hedef dil benliklerini, motivasyonlarını ve tutumlarını geliştirmeye yönelik faaliyetler hazırlamaları ve öğrencilerin İngilizce iletişim kurma isteklerini arttırmak için bu faaliyetleri dil öğretim kurumlarının müfredatlarına dâhil etmeleri önerilebilir

Kaynakça

  • Al-Mamun, A., Rahman, M., Rahman, A. R. & Hossaim, A. A. (2012). Students’ attitudes towards English: The case of life science school of Khulna university. International Review of Social Sciences and Humanities, 3, 200–209.
  • Bektaş-Çetinkaya. Y. (2005). Turkish collage students’ willingness to communicate in English as a foreign language. Unpublished doctoral dissertation, the Ohio State University.
  • Bektaş-Çetinkaya, Y. (2007). Turkish students’ willingness to communicate in English. Dokuz Eylül University, Buca Education Faculty Journal, 21, 115-123.
  • Bektas-Cetinkaya, Y. (2009). College students' willingness to communicate in English: Turkish context. Saarbrücken: VDM Verlag.
  • Brown, H. D. (2000). Principles of language learning and teaching. 4th ed. White Plains, NY: Addison Wesley Longman.
  • Brown H. Douglas (2001). Teaching by Principles: An Interactive Approach To language Pedagogy, Second Edition, San Francisco Public University.
  • Chamber G.N. (1999). Motivating Language Learners, Clevedon. Multinlingual Matters. Ltd.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence 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. & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4, 275-300.
  • Dörnyei, Z., Csizér, K., Németh, N. (2006). Motivation, Language Attitudes, and Globalisation: a Hungarian Perspective. Clevedon: Multilingual Matters.
  • Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Taylor and Francis: London.
  • Ellis, R. (2008). The Study of Second Language Acquisition, 2nd ed. Oxford: Oxford University Press.
  • Elyıldırım, S. & Ashton, S. (2006). 'Creating Positive Attitudes towards English as a Foreign Language', English Teaching Forum, 44(4), 2-11.
  • Gardner, R. C. (1985). Social Psychology and Second Language Learning: The role of Attitudes and Motivation. London: Arnold.
  • Gardner, R. C. & Lambert, W. C. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
  • Haitema, T. B., (2002). Student Attitude Vis A Vis Foreign Language In The Low-intermediate School (FLES): A Longitudinal Study. Unpublished doctoral dissertation, The University of North Carolina,Chapel Hill.
  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94 (3), 319-340. http://doi.org/bscmc3
  • Hu, G. (2003). English language teaching in China: Regional differences and contributing factors. Journal of Multilingual and Multicultural Development, 24, 290–318.
  • İnal, S., Evin, İ., & Saracaloğlu, A. S. (2005). The relation between students’ attitudes toward foreign language and foreign language achievement. Language Journal, 130, 37–52.
  • Jung, M. (2011). Korean EFL university students’ willingness to communicate in English. Unpublished Doctoral Dissertation, Indiana University.
  • Karaş, M. (1996). Using attitude scale to investigate student attitude. Paper presented at the 2. IATEFL Balkan ELT Conference, 5-7 September, İstanbul, Turkey
  • Kim, H. J. (2004). The relationship among perceived competence, actual competence and language anxiety: Biases in self-ratings of second language proficiency. Modern English Education, 5, 68-85.
  • Kim, T-Y, (2010). Ideal L2 self and sensitization in L2 learning motivation: A case study of two Korean ESL students, Korean Journal of English Language and Linguistics, 10(2), 321-352.
  • Kim, T.-Y. & Kim, Y.-K. (2014). A Structural Model for Perceptual Learning Styles, the Ideal L2 self, Motivated Behavior, and English Proficiency. System, 46, 14–27.
  • Lahuerta, A. C. (2014). Factors affecting willingness to communicate in a Spanish university context, International Journal of English Studies, 14(2), 39-55.
  • MacIntyre, P. D. & Clément, R. (1996). A Model of Willingness to Communicate in a Second Language: The Concept, its Antecedents and Implications. Paper presented at the World Congress of Applied Linguistics (AILA). Jyväskylä, Finland, August, 4-9.
  • MacIntyre, P., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82, 545-562. http://doi.org/bk63vg
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25. http://doi.org/c9dsfz
  • McCroskey, J. C. & Richmond, V. P. (1990). Willingness to communicate: a cognitive view. In M. Both-Butterfield (Ed.), Communication, cognition and anxiety (pp. 19–44). Newbury Park, CA: Sage.
  • Öz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. Anthropologist, 19(1), 41-53. Retrieved from https://goo.gl/JovU3r
  • Öz, H., Demirezen, M. & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in a Turkish context. Learning and Individual Differences, 37, 269–275.
  • Saracaloğlu A.S. (1996). The Relationship Between Affective Entry Characteristics And Foreign Language Achivement of Prospective Physical Education Teachers. Performans, 2 (4): 145-158.
  • Saracaloğlu A.S. (2000). The Relation between Traniee Teachers’ Attitudes to Foreign Languages and their Academic Success. Education and Science Journal. 254 (115).
  • Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge. Cambridge University Press.
  • Şener, S. (2014). Turkish ELT students' willingness to communicate in English, ELT Research Journal, 3(2), 91-109
  • Tort Calvo, E. (2015). Language Learning Motivation: The L2 Motivational Self System and its Relationship with Learning Achievement. Unpublieshed Master’s Thesis, Universitat Autònoma Barcelona. Retrieved from https://ddd.uab.cat/pub/tfg/2015/137854/TFG_elisabettort.pdf
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 80(1), 55-66. http://doi.org/bh4g2f
  • Yashima, T., Zenuk-Nishide, L and Shimuzi, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152. http://doi.org/ff3mf4
  • Yousef, R., Jamil, H. & Razak, N. (2013). Willingness to Communicate in English: A Study of Malaysian Pre-Service English Teachers, English Language Teaching, 6(9), 205-216.
  • Yu, M. (2009). Willingness to communicate of foreign language learners in a Chinese setting. Unpublished Doctoral Dissertation, Florida State University.

The Role of Motivation, Attitude and Ideal L2 Self in Predicting Willingness to Communicate in English in Turkish EFL Context

Yıl 2017, Cilt: 5 Sayı: 2, 360 - 374, 20.12.2017

Öz

Willingness to communicate WTC , which is believed to be one of the main components of second language acquisition, has been the subject of many research studies that are conducted to investigate the factors affecting L2 learning. It has been revealed that no matter what the approach or technique followed in a language class is, many learners in an EFL context perceive the ability to effectively communicate in English as the most difficult skill to be developed. Therefore, the concept of willingness to communicate stands as an important research area for many researchers. The present study seeks to explore to the extent tertiary-level learners are willing to communicate in English and its relationship with individual affective factors including learners’ motivation in learning English, attitude towards learning English and ideal L2 self. A group of 158 students enrolled at the School of Foreign Languages, Pamukkale University participated in the study. Data were collected through questionnaires. The results of the analysis revealed while learners had high ideal L2 self images and positive attitudes toward learning English, they were moderately willing to communicate in English and had moderate level of motivation. In addition, significant differences with respect to gender were found in learners’ WTC in English and motivation. Pearson correlation coefficients analysis indicated learners’ WTC in English was moderately correlated with ideal L2 self images, followed by a weak correlation between WTC and their motivation and attitude. Finally, ideal L2 self was found to be the only predictor of WTC in English in this specific context. Based on these findings, the study has presented pedagogical implications for English language classes. It can be recommended teachers consider learners’ WTC, ideal L2 self, motivation and attitude as related constructs and take necessary steps for learners to achieve communicative competence in English, and prepare activities to enhance learners’ ideal L2 self images, motivation, and attitude towards learning English in the class and incorporate these activities into curriculums of language teaching institutions in order to improve learners’ WTC in English

Kaynakça

  • Al-Mamun, A., Rahman, M., Rahman, A. R. & Hossaim, A. A. (2012). Students’ attitudes towards English: The case of life science school of Khulna university. International Review of Social Sciences and Humanities, 3, 200–209.
  • Bektaş-Çetinkaya. Y. (2005). Turkish collage students’ willingness to communicate in English as a foreign language. Unpublished doctoral dissertation, the Ohio State University.
  • Bektaş-Çetinkaya, Y. (2007). Turkish students’ willingness to communicate in English. Dokuz Eylül University, Buca Education Faculty Journal, 21, 115-123.
  • Bektas-Cetinkaya, Y. (2009). College students' willingness to communicate in English: Turkish context. Saarbrücken: VDM Verlag.
  • Brown, H. D. (2000). Principles of language learning and teaching. 4th ed. White Plains, NY: Addison Wesley Longman.
  • Brown H. Douglas (2001). Teaching by Principles: An Interactive Approach To language Pedagogy, Second Edition, San Francisco Public University.
  • Chamber G.N. (1999). Motivating Language Learners, Clevedon. Multinlingual Matters. Ltd.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence 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. & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4, 275-300.
  • Dörnyei, Z., Csizér, K., Németh, N. (2006). Motivation, Language Attitudes, and Globalisation: a Hungarian Perspective. Clevedon: Multilingual Matters.
  • Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Taylor and Francis: London.
  • Ellis, R. (2008). The Study of Second Language Acquisition, 2nd ed. Oxford: Oxford University Press.
  • Elyıldırım, S. & Ashton, S. (2006). 'Creating Positive Attitudes towards English as a Foreign Language', English Teaching Forum, 44(4), 2-11.
  • Gardner, R. C. (1985). Social Psychology and Second Language Learning: The role of Attitudes and Motivation. London: Arnold.
  • Gardner, R. C. & Lambert, W. C. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
  • Haitema, T. B., (2002). Student Attitude Vis A Vis Foreign Language In The Low-intermediate School (FLES): A Longitudinal Study. Unpublished doctoral dissertation, The University of North Carolina,Chapel Hill.
  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94 (3), 319-340. http://doi.org/bscmc3
  • Hu, G. (2003). English language teaching in China: Regional differences and contributing factors. Journal of Multilingual and Multicultural Development, 24, 290–318.
  • İnal, S., Evin, İ., & Saracaloğlu, A. S. (2005). The relation between students’ attitudes toward foreign language and foreign language achievement. Language Journal, 130, 37–52.
  • Jung, M. (2011). Korean EFL university students’ willingness to communicate in English. Unpublished Doctoral Dissertation, Indiana University.
  • Karaş, M. (1996). Using attitude scale to investigate student attitude. Paper presented at the 2. IATEFL Balkan ELT Conference, 5-7 September, İstanbul, Turkey
  • Kim, H. J. (2004). The relationship among perceived competence, actual competence and language anxiety: Biases in self-ratings of second language proficiency. Modern English Education, 5, 68-85.
  • Kim, T-Y, (2010). Ideal L2 self and sensitization in L2 learning motivation: A case study of two Korean ESL students, Korean Journal of English Language and Linguistics, 10(2), 321-352.
  • Kim, T.-Y. & Kim, Y.-K. (2014). A Structural Model for Perceptual Learning Styles, the Ideal L2 self, Motivated Behavior, and English Proficiency. System, 46, 14–27.
  • Lahuerta, A. C. (2014). Factors affecting willingness to communicate in a Spanish university context, International Journal of English Studies, 14(2), 39-55.
  • MacIntyre, P. D. & Clément, R. (1996). A Model of Willingness to Communicate in a Second Language: The Concept, its Antecedents and Implications. Paper presented at the World Congress of Applied Linguistics (AILA). Jyväskylä, Finland, August, 4-9.
  • MacIntyre, P., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82, 545-562. http://doi.org/bk63vg
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25. http://doi.org/c9dsfz
  • McCroskey, J. C. & Richmond, V. P. (1990). Willingness to communicate: a cognitive view. In M. Both-Butterfield (Ed.), Communication, cognition and anxiety (pp. 19–44). Newbury Park, CA: Sage.
  • Öz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. Anthropologist, 19(1), 41-53. Retrieved from https://goo.gl/JovU3r
  • Öz, H., Demirezen, M. & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in a Turkish context. Learning and Individual Differences, 37, 269–275.
  • Saracaloğlu A.S. (1996). The Relationship Between Affective Entry Characteristics And Foreign Language Achivement of Prospective Physical Education Teachers. Performans, 2 (4): 145-158.
  • Saracaloğlu A.S. (2000). The Relation between Traniee Teachers’ Attitudes to Foreign Languages and their Academic Success. Education and Science Journal. 254 (115).
  • Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge. Cambridge University Press.
  • Şener, S. (2014). Turkish ELT students' willingness to communicate in English, ELT Research Journal, 3(2), 91-109
  • Tort Calvo, E. (2015). Language Learning Motivation: The L2 Motivational Self System and its Relationship with Learning Achievement. Unpublieshed Master’s Thesis, Universitat Autònoma Barcelona. Retrieved from https://ddd.uab.cat/pub/tfg/2015/137854/TFG_elisabettort.pdf
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 80(1), 55-66. http://doi.org/bh4g2f
  • Yashima, T., Zenuk-Nishide, L and Shimuzi, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152. http://doi.org/ff3mf4
  • Yousef, R., Jamil, H. & Razak, N. (2013). Willingness to Communicate in English: A Study of Malaysian Pre-Service English Teachers, English Language Teaching, 6(9), 205-216.
  • Yu, M. (2009). Willingness to communicate of foreign language learners in a Chinese setting. Unpublished Doctoral Dissertation, Florida State University.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Yelda Orhon Bu kişi benim

Yayımlanma Tarihi 20 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 5 Sayı: 2

Kaynak Göster

APA Orhon, Y. (2017). The Role of Motivation, Attitude and Ideal L2 Self in Predicting Willingness to Communicate in English in Turkish EFL Context. Karaelmas Eğitim Bilimleri Dergisi, 5(2), 360-374.