Müge KARAKAŞ, Ece TOPKAYA ZEHİR, İsmail Hakkı ERTEN

Exploring motivational constructs in foreign language reading

Bu makale, öğrencilerin yabancı dilde okumaya karşı motivasyon ve tutumlarını araştırmak için geliştiren bir aracı tanıtmaktadır. Aracı geliştirmek için öncelikle, 123 öğrenciye yabancı dilde okumaya karşı duyuşsal tepkilerini tespit etmeye yönelik bir dizi açık uçlu soru sorulmuştur. Elde edilen nitel verinin içerik analizi, 51 soruluk bir ön ölçeği ortaya çıkartmıştır. Bu ölçek, Çanakkale Onsekiz Mart Üniversitesinde yabancı dil öğrenimi gören 443 öğrenciye uygulanmıştır. Yapılan faktör analizi, öğrencilerin yabancı dilde okumaya karşı motivasyon ve tutumlarındaki varyansın %58.70’ini açıklayan dört faktör ortaya çıkartmıştır. Bu faktörler, okumanın içsel değeri, okumanın dışsal değeri, okuma yeterliği ve yabancı dil gelişiminde okumanın yeri olarak adlandırılmıştır. Ortaya çıkan faktör yapıları genel olarak anadilde okuma motivasyonu teorileriyle örtüşmekle beraber, yabancı dil öğrencilerinin okumayı dil gelişimi için bir araç olarak gördüklerine işaret eden yeni bir öge de ortaya çıkarmıştır.

Yabancı dilde okumaya karşı motivasyonel yapıların incelenmesi

This article introduces an instrument that has been developed to explore motivation and attitudes of students towards reading in a foreign language (FL). To develop the instrument, initially 123 students were asked a set of qualitative questions to determine their affective reactions to reading in a FL. A content analysis of emergent data yielded an initial 51-item scale. This scale was administered to 443 FL students at Çanakkale Onsekiz Mart University in Turkey. A factor analysis revealed four factors accounting for 58.70 % of variance in students’ attitudes and motivation towards reading in a FL. These were named as intrinsic value of reading, extrinsic utility value of reading, reading efficacy, and foreign language linguistic utility. The factorial constructs generally overlapped with current theories of reading motivation in the mother tongue with an extra element indicating that reading in a FL is viewed as a linguistic resource for developing language proficiency by foreign language learners.

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