Considering Gender with Attitudes and Motivation of EFL Students

Bu çalışma, Türk öğrencilerinin cinsiyet farklarının, onların yabancı dil öğrenimine yönelik tutum ve güdüleri üzerindeki etkilerini incelemektedir. Çalışma özellikle şu etkenleri içermektedir: Öğrencilerin Amerikalı ve ingilizlere yönelik tutumları, güdü yoğunlukları, genel olarak tüm yabancı dillere olan ilgileri, ingilizce öğrenmeye karşı tutumları, araçlı ve bütünleyici oryantasypn, ingilizce sınıfı endişesi, aileden gelen teşvik, ingilizce öğretmeni ve ingilizce dersine olan tutum. Araştırmada Gardner'ın (1985) geliştirdiği Tutum Güdü Ölçeği uyarlanarak kullanılmıştır. Araştırmanın sonuçları, erkek öğrencilerle karşılaştırıldığında ve aşağıda belirtilen etmenler göz önüne alındığında, kızlarınn güdülerinin daha yüksek olduğunu göstermiştir: İngilizlere yönelik tutumlar, güdü yoğunluğu, ingilizce ve diğer dilleri öğrenmeye yönelik tutumlar, bütünleyici güdü ve ingilizce öğretmenine yönelik tutumlar. Diğer etmenlerle cinsiyet farkının arasında hiçbir ilişki bulunmamıştır.

Yabancı Dil Öğrencilerinin Tutum ve Güdülerinde Cinsiyet Farkı

This study aims to examine the influence of gender of Turkish students on their attitudes and motivation towards foreign language learning. It investigates the following factors: attitudes towards the British and Americans; motivational intensity; interest in foreign languages in general; attitudes towards learning English; instrumental and integrative orientation; English class anxiety; family encouragement; the English teacher and course. An adapted version of Gardner's (1985) Attitude Motivation Index (AMI) was used. Quantitative results indicate that female students have higher motivation than the male ones in the following factors: attitudes towards the British, motivational intensity, attitudes towards learning English and languages in general, integrative attitude and attitudes towards the English teacher. With the rest of the factors no difference of gender has been found.

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