Yabancı Dil Öğrenenlerin Motivasyon Kaynağı: İdeal Dil Benliği

Öğrenme güdüsü, yıllardır ikinci dil edinimi araştırmalarının merkezinde olmakla birlikte bu konunun son yıllarda çok önemli bir araştırma alanı olması dil eğitim ve öğretiminde öğrenci merkezliliğinin vurgulanmasından kaynaklanmaktadır. İkinci dil ediniminin başta gelen konuları arasında dil öğrenmeyi etkileyen etkenler yer almaktadır. Bu etkenler göz önünde bulundurularak, öğrenme güdüsü konusunda son olarak yabancı dil öğrenme güdüsü benlik sistemi Dörnyei, 2009 ortaya çıkmıştır. Bu bağlamda, etkili dil öğretimini sağlamak için çeşitli önerilerde bulunulmuştur, fakat dil eğitim-öğretiminin en önemli konularından olan öğrenme güdüsünü daha iyi kavrayabilmek amacıyla yeni çalışma ve bulgulara ihtiyaç duyulmaktadır. Bu nedenle, bu çalışma İngilizceyi yabancı dil olarak öğrenen öğrenciler için öğrenme güdüsü benlik sistemini, öğrencilerin dil öğrenme güdülerini etkileyen etkenleri ve bu etkenlere sebep olabilecek cinsiyet ve önceki öğrenme deneyimleri gibi durumları araştırmayı amaçlamaktadır. Bu amaç doğrultusunda çalışmanın katılımcıları bir üniversitenin yabancı dil öğretimi programında eğitim gören öğrenciler arasından seçilmiştir. Katılımcılara geçerlilik ve güvenilirlik analizleri yapılmış, ilgili konularda maddeler içeren bir anket uygulanmıştır. Çalışmanın nicel verisi istatistiksel olarak incelenmiş ve literatürdeki çalışmalarla desteklenmiştir. Buna göre; ikinci dil öğrenme güdüsü önemli ölçüde öğrenenlerin ideal dil benliklerinden kaynaklanmaktadır. Çalışmanın bulgularına ve kuramsal dayanaklarına bağlı olarak bu çalışma, öğrenenlerin öğrenme güdüsünü ve buna etki eden etkenleri anlamak için bir takım önerilerde bulunmaktadır

Anahtar Kelimeler:

Dil Öğrenimi, Öğrenme Güdüsü, İkinci Dil Öğrenme Güdüsü Benlik Sistemi, Etkenler

Ideal L2 Self: A Source of Motivation for Language Learners

Learner motivation has always been in the core of second language acquisition SLA research for decades, and its popularity as a prominent research focus has increased with the promotion of learner-centeredness in language teaching. Among the highlighted issues of SLA is the importance of factors affecting language learning. Considering those factors, L2 Motivational Self System Dörnyei, 2009 has emerged as a recent issue within the scope of motivation studies. In this respect, various implications and suggestions have been proposed to provide effective language teaching. However, more studies with new findings are to be conducted in order to better understand one of the primary elements of language teaching and learning: motivation. Therefore, this paper presents the findings of a survey designed to explore L2 motivational self-system among EFL learners by focusing on a learners’ motivation to learn English by ranking the elements of self-system as effective factors for this purpose, and b potential variables such as gender and past learning experience that might influence learners’ motivation. In light of these research concerns, participants were recruited among EFL learners who study at the language program of a university by considering the background variables aforementioned. Subsequent to validity and reliability analyses, a questionnaire including items on the related issues was administered to the participants. The quantitative data were analyzed statistically and the findings were associated with the existing literature and they proposed that L2 learning motivation is primarily caused by learners’ ideal L2 self. Based on the findings and theoretical background, the study offers implications for understanding of learners’ motivation and the factors affecting it

Keywords:

Second Language Acquisition, Motivation, L2 Motivational Self-System, Background Factors,

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