An Investigation of The Relationship Between The Motivational Self-System and The Willingness to Communicate

Yıl 2021, , 22 - 44, 30.06.2021

Buğra Yiğit Boz Mustafa Durmuş

https://doi.org/10.47834/utoad.6

Öz

Motivation studies have an important role in the studies carried out in the field of foreign and second language teaching for many years. In recent years, the motivational self-system has become an effective motivational theory in the field of L2 teaching. For this reason, it is a necessity to examine the motivational self-system as a theoretical innovation in the field of teaching Turkish as an L2. The main aim of this study based on said necessity, is to investigate the possible relationship between motivational self-system and willingness to communicate inside the classroom of international students who are learning Turkish in Turkey. In order to achieve this aim, data were collected from a sample of 170 participants (73 women and 97 men) from 43 different countries who are learning Turkish in ‘Language Teaching, Application and Research Centers’ (TÖMER) affiliated to Gazi University and Hacettepe University. A questionnaire prepared by combining 2 different scales was applied to the participants. These scales are "L2 motivational self-system" scale and the "L2 willingness to communicate inside the classroom" scale. In the data analysis process of the research, first descriptive analysis was used and then independent samples t-tests were applied. Thus, possible differences between male and female participants' willingness to communicate inside the classroom and motivation were revealed. The possible relationships between the L2 willingness to communicate and the L2 motivational self-system, which are the two structures on which this research is based, were obtained by calculating Pearson correlation coefficients. Revealing the relationship between these two structures can be a guide for researchers who aim to focus on this subject in the future. In addition, it can provide source for instructors and education planners in terms of planning the educational processes of international students learning Turkish.

Anahtar Kelimeler

Motivational self-system, second language ideal self, second language ought-to self, willingness to communicate, teaching Turkish as a foreign language

Motivasyonel Benlik Sistemi ve İletişim Kurma İstekliliği Arasındaki İlişki Üzerine Bir İnceleme

Öz

Motivasyon çalışmaları uzun yıllardan beri yabancı ve ikinci dil öğretimi alanında yapılan çalışmalarda önemli bir yere sahiptir. Son yıllarda ise motivasyonel benlik sistemi yabancı dil ve ikinci dil öğretimi alanında etkili bir motivasyon kuramı hâline gelmiştir. Bu sebeple kuramsal bir yenilik olarak motivasyonel benlik sisteminin yabancılara Türkçe öğretimi alanında da incelenmesi bir gerekliliktir. Bu gerekliliğe dayanarak çalışmada temel amaç, Türkiye’de Türkçe öğrenmekte olan uluslararası öğrencilerin motivasyonel benlik sistemleri ve sınıf içi iletişim kurma isteklilikleri arasındaki olası ilişkilerin saptanması olarak belirlenmiştir. Belirlenen bu amacın gerçekleştirilebilmesi için örneklem olarak Gazi Üniversitesine ve Hacettepe Üniversitesine bağlı olan Türkçe ve Yabancı Dil Uygulama ve Araştırma Merkezlerinde (TÖMER) Türkçe öğrenmekte olan toplam 43 farklı ülkeden 170 katılımcıya (73 kadın ve 97 erkek) ulaşılmıştır. Katılımcılara 2 farklı ölçeğin birleştirilmesiyle hazırlanan bir anket uygulanmıştır. Bunlar; “ikinci dil motivasyonel benlik sistemi” ölçeği ve “ikinci dilde sınıf içi iletişim kurma istekliliği” ölçeğidir. Araştırmanın veri analizi sürecinde ise ilk olarak betimsel analize yer verilmiş ardından bağımsız gruplar için T testleri uygulanmıştır. Böylelikle erkek ve kadın katılımcıların sınıf içi iletişim kurma isteklilikleri ve motivasyonları arasındaki olası farklar ortaya çıkarılmıştır. Araştırmanın temel aldığı iki yapı olan ikinci dilde iletişim kurma istekliliği ve motivasyonel benlik sistemi arasındaki olası ilişkilere ise Pearson korelasyon katsayıları hesaplanarak ulaşılmıştır. Bu iki yapı arasındaki ilişkinin ortaya çıkarılması kuramsal açıdan ileride bu konu üzerine yoğunlaşmayı hedefleyen araştırmacılar için yol gösterici olabilir. Bununla birlikte Türkçe öğrenen uluslararası öğrencilerin eğitim-öğretim süreçlerinin planlanması açısından öğretimcilere, öğretim planlayıcılara kaynak sağlayabilir.

Anahtar Kelimeler

İkinci dil ideal benliği, ikinci dil toplumsal benliği, iletişim kurma istekliliği, motivasyonel benlik sistemi, yabancı dil olarak Türkçe öğretimi

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