Sınıf dışı iletişim kurma istekliliğinin belirleyicileri olarak D2 motivasyonel öz sistem

Deneysel çalışmalar konuşma ve ikinci dil öğrenimi arasındaki bağlantıyı uzun zaman önce kanıtlamıştır. Hedef dile hakim olma başarısını belirlemedeki önemine rağmen, motive olmuş ve ileri İngilizce öğrenenler arasında bile iletişim kurma isteği her zaman yüksek değildir. Bu genellikle, dil öğrenenler olarak kendileri için yararlı olan sözlü faaliyetlere katılma fırsatlarını değerlendirmemelerine yol açar. Bu çalışma, D2 motivasyonel benlik sistemi (ideal benlik ve kendilik olması gereken) ile sınıf dışı İKİ arasındaki ilişkiyi belirlemeyi amaçlamaktadır. Malezya'daki 111 hizmet öncesi İDE öğretmeninden oluşan bir örneklemi içeren nicel bir araştırma tasarımından yararlanmaktadır. İki önemli bulgu tespit edildi. Birincisi, yetkin olsalar bile, sınıf dışı İKİ seviyeleri beklendiği gibi yüksek değil, tatmin ediciydi. İkincisi, ideal benlik, sınıf dışı İKİ'lerinin daha güçlü yordayıcısıydı. Bu, öğrencilerin iletişim kurma istekliliğinde ideal benliğin rolüne ilişkin önceki bulguları destekler.

L2 motivational self-system as predictors of out-of-class willingness to communicate

Empirical studies have long proven the link between speaking and second language learning. Despite itsimportance in determining one’s success to master the target language, willingness to communicate (WTC) is notalways high even among motivated and advanced English language learners. This often leads to them not takingthe opportunities to engage in verbal activities that are beneficial for them as language learners. The present studyseeks to identify the relationship between L2 motivational self-system (the ideal self and the ought-to self) andout-of-class WTC. It draws on a quantitative research design that involved a sample of 111 pre-service ESLteachers in Malaysia. Two major findings were identified. First, even though proficient, their level of out-of-classWTC was only satisfactory not high as expected. Second, the ideal self was the stronger predictor of their out-ofclass WTC. This supports previous findings on the role of ideal self in learners’ willingness to communicate. Basedon the findings, the present article ends with a pedagogical suggestion.© 2020 JLLS and the Authors - Published by JLLS.

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