Revisiting the socio-educational model of second language acquisition in Turkish tertiary EFL context

The aim of this study is to analyze and determine the various socio-psychological orientations of undergraduate students in learning English as a Foreign Language (EFL) to have a comprehensive overview. The study was originally intended by the school administration to improve the quality of instruction and promote positive attitudes by understanding individual students, mainly in terms of their language learning motivation and attitudes towards learning English. The participants were 793 university prep-year students studying a one-year EFL program to complete their postsecondary education in an English-medium state university in Turkey. The data were collected using Attitude-Motivation Test Battery (AMTB) (adapted Turkish version, Gardner, 2004). The collected data were analyzed using SPSS 23 software firstly to be able to display the current situation regarding the 6 constructs measured by AMTB, mainly; integrativeness, attitudes toward the learning situation, motivation, language anxiety, instrumental orientation and parental encouragement levels of Turkish tertiary students in EFL learning by gender and level of proficiency. The results of this study identified that Turkish EFL learners at tertiary level showed relatively high levels of the qualities measured by the AMTB constructs and their sub-scales, except in attitudes toward English speaking people and anxiety. As an interesting finding, the participating students of the study were found to be often anxious in participating the English classes and using English, while female students felt more discomfort concerning these issues.

İkinci dil ediniminin sosyo-eğitimsel modeli’nin Türkiye’de yükseköğretim kurumlarında İngilizcenin yabancı dil olarak öğretilmesi konusunda yeniden değerlendirilmesi

Bu çalışmanın amacı, lisans düzeyindeki Türk öğrencilerin İngilizce'yi Yabancı Dil Olarak Öğrenme (EFL) konusundaki çeşitli sosyo-psikolojik yönelimlerini kapsamlı bir genel bakışa sahip olacak şekilde incelemektir. Çalışma öncelikle okul yönetimi tarafından İngilizce öğretimin kalitesinin geliştirmesi ve bu konuda öğrencilerin dil öğrenme motivasyonları ve İngilizce öğrenmeye yönelik tutumları açısından bireysel farklılıklarının anlaşılarak daha olumlu tutumlar geliştirilebilmesi için tasarlanmıştır. Çalışmaya katılan 793 öğrenci Türkiye’deki bir devlet üniversitesinde alan eğitimlerini İngilizce olarak tamamlayabilmek amacıyla üniversite tarafından sunulan bir yıllık yoğun hazırlık sınıfı eğitimi almaktaydılar. Veriler, Tutum-Motivasyon Ölçeği (AMTB) (adapte edilmiş Türkçe versiyon, Gardner, 2004) kullanılarak toplanmıştır. AMTB tarafından ölçülen 6 yapıya (entegrasyon, öğrenme durumlarına yönelik tutumlar, motivasyon, dil kaygısı, araçsal yönelim ve ebeveyn teşvik düzeyleri) ilişkin toplanan veriler İngilizceyi Türkiye’de yabancı dil olarak öğrenen yükseköğretim öğrencilerinin cinsiyetlerine ve İngilizce yeterlilik düzeylerine göre mevcut durumu gösterebilmek için SPSS 23 yazılımı kullanılarak analiz edilmiştir. Bu çalışmanın sonuçları, yükseköğretim düzeyinde İngilizce öğrenen Türk öğrencilerinin, İngilizce konuşan insanlara yönelik tutumları ve dil öğrenme kaygıları dışında, AMTB yapıları ve alt ölçekleri tarafından ölçülen niteliklerinin nispeten yüksek düzeyde olduğunu ortaya koymuştur. İlginç bir bulgu olarak, araştırmaya katılan öğrencilerin İngilizce derslerine katılma ve İngilizce kullanma konusunda sık sık endişeli oldukları görülürken, kız öğrencilerin erkek öğrencilere kıyasla bu konularla ilgili daha fazla rahatsızlık duydukları saptanmıştır.

Kaynakça

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Kaynak Göster