YABANCI DİL SINIFLARINDAKİ ÖĞRENCİLERİN YABANCI DİLDE KEYİF ALMA DÜZEYLERİ ÜZERİNE BETİMSEL BİR ÇALIŞMA

Bu mevcut çalışma, öğrencilerin yabancı dilden keyif alma düzeylerini belirlemek için yapılmıştır. Amaçlı örnekleme yöntemine göre seçilen katılımcılar, Türkiye'de bir üniversitede öğrenim görmekte olan 150 İngilizce öğrenicisidir. Bu araştırma, karma yöntem araştırma deseninde tasarlanmıştır. Veri toplama aracı olarak ölçek ve bireysel yarı yapılandırılmış görüşmeler kullanılmıştır. Anketten elde edilen veriler tanımlayıcı ve çıkarımsal istatistiklerle, nitel veriler ise tümevarımsal içerik analiziyle analiz edilmiştir. Analizler sonucunda öğrencilerin İngilizce derslerinden orta düzeyde keyif aldıkları ve liseden mezun oldukları bölüme göre katılımcılar arasında anlamlı bir farklılık olmadığı tespit edilmiştir. Ayrıca tümevarımsal içerik analizi nitel verilerden türetilen ana kategorileri yabancı dilde keyif almada kişisel kaynaklar, yabancı dilde keyif almada çevresel kaynaklar ve yabancı dilde keyif almada öğretimsel kaynaklar olarak bulmuştur. Diğer bir deyişle, katılımcıların yabancı dilde keyif alma düzeylerinin kaynağı, katılımcıların kişisel, çevresel ve öğretimsel nedenleri içeren ifadelerine dayandığı bulunmuştur.

A DESCRIPTIVE STUDY ON FOREIGN LANGUAGE ENJOYMENT OF LEARNERS IN FOREIGN LANGUAGE CLASSROOMS

This current study was carried out to find out learners' foreign language enjoyment levels (FLE). Participants chosen based on purposive sampling method were 150 EFL learners studying at a university in Turkey. The present study was designed as a mixed-method research design. A scale and individual semi-structured interviews were used as data collection tools. Data obtained from the questionnaire were analysed through descriptive and inferential statistics while qualitative data were analysed based on inductive content analysis. As a result of analyses, it was found that learners experience moderate level of enjoyment in their English classes and there is not a significant difference among participants based on the high school department from which they graduated. Inductive content analysis also found FLE personal, FLE environment, FLE instructional as main categories derived from the qualitative data. In other words, the source of the participants' level of FLE was found to be based on the participants' accounts, including personal, environmental and instructional reasons.

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