Dil öğrenme ve motivasyon, bazı temel sorunlar

İngilizceyi, yabancı dil olarak öğrenen bir öğrencinin, kararlılık ve ilgi seviyesini belirlediği iç inmotivasyona ihtiyacı vardır. Yapılan araştırmalara göre motivasyon dil öğrenmede önemli bir rol oynar.Bu nedenle , İngilizce öğretmeni dil öğrenmede, öğrencinin motivasyonu geliştirmek için farklı öğretmestilleri kullanması gerekir. Bu çalışma farklı motivasyon teorilerini genel ve temel amaçları içinde bazıtanımlar üzerinde durmayı amaçlamaktadır. Bu çalışmanın ikinci amacı yabancı dil sınıfta motivasyonu vefarklı öğrencilerin farklı motivasyonu olduğunu tartışmaktır. Yabancı dil öğreniminde farklı etkenler vesöz konusu motivasyon olduğunda öğretim tasarımı ve bunun yabancı dil öğrenimine etkisi vardır. Buyazıda ikinci bir dilde öğretim tasarımının üzerinde durulacaktır.

Language learnin g and motivation, some essential issues

A student learning English as a second language needs motivation as it determines thelevel of commitment and interest. According to the research, motivation plays a criticalrole in language learning. T hus, English teacher must use diverse teaching styles tocultivate student s motivation in learning the language. This paper aims to elaborate onsome definitions of motivation in general and main aims of different theories ofmotivation. The second aim of this paper is to discuss motivation in second languageclassroom and differences among learners regarding motivation to study secondlanguage. There are varieties of factors influencing second language learning and oneof the cancers when it comes to motivation is instructional design and its influence onsecond language acquisition. In this paper, we will elaborate on importance ofinstructional design in second language.

PDF

___

Akbarov, A. (2012), Languages for Spe cific Purposes in Theory and Practice. Cambridge Scholars Publishing, UK
Amabile, T. M., Hennessey, B. A., Grossman, B. S. (1 986), " Social Influences on Creativity: The Effects of Contracted- For Reward. Journal of Personality and Social Psychology, Vol. 50, p. 14 -23.
Ausubel, D.(1963), Cognitive S tructure and the Facilitation of Meaningful Verbal L earning . Journal of Teacher Education. Vol. 14 , p. 217 -221.
Berwick, R., & Ross, S. (1989). Motivation after matriculation: Are Japanese learners of English still alive after exam hell? JALT Journal, 11(2), 193 -210.
Hunt, J. McV. (1971), Towards a History of Intrinsic M otivation, Intrinsic Motivation: A New Direction in Education, Day, H.I., Berline, D.E., Hunt, D.E , Holt, Rinehart and Winston, Canada.
Maarof, Hussin, S., N, D Cruz, J. (2001), Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment Program . The Internet TESL Journal, 7 , (5). England.
Gardner, R.C. (1985), Social Psychology and Second Language Learning: The Role of Attitude and Motivation , Edward Arnold Publishers, London.
Gardner, R.C. (1982). Language attitudes and language learning. In E. Boudhard Ryan & H. Giles, Attitudes towards language variation (pp. 132147). Edward Arnold.
Gardner, R.C., Bernaus, M. (2004), The A pplicability of the Attitude/Motivation Test Battery of ESL Students in Spain, Unpublished manuscript, University of Western Ontario, London, Canada.
Maslow, A.H. (1970), Motivation and Personality, Second Edition, Harper and Row, New York.
Mueller, C. M., Dweck, C. S. (1998), Intelligence praise can undermine motivation and performance , Journal of Personality and Social Psychology, Vol. 75, p. 33 - 52, The USA, Canada.
Skinner, B.F. (1980), The Experimental Analysis of Operant Behavior: A History, R.W. Rieber and K. Salzinger, Psychology: Theoretical- Historical Perspective , New York, 22- 56.
William, M., Burden, R. (1997), Psychology for Language Teachers, Cambridge University Press, Cambridge, UK.