A Display of Patterns of Change in Learners’ Motivation: Dynamics Perspective

Yabancı dil öğrenirken dil öğrenenlerinin yaşadığı motivasyon değişikliklerinin desenlerini ve nedenlerini anlamaya çalışmak alanda önemli bir değer olabilir. Bu makale, üniversite düzeyindeki bu dalgalanmaların desenlerini araştırmayı amaçlamaktadır. Dinamik sistemler kuramı ile, bu çalışmada, öğrenci prototipleri oluşturmak için geçmişe dayalı nitel modelleme yöntemi kullanıldı. Sonrasında, veriler farklı motivasyonel prototipleri temsil eden iki farklı vaka üzerinden toplanmıştır. Bu vakalardan ilki, hedefe yönelik çok yoğun bir motivasyona (hedefli motivasyon akımlarına) sahipken, ikincisinin hedefli motivasyon akımlarını deneyimlemediği görülmektedir. Öğrencilerin İngilizce dersindeki motivasyonları ve duygu durumlarındaki azalma ve artışlara ilişkin veriler altı hafta boyunca kendi çizdikleri motivasyon grafikleriyle toplandı. Sonuçlar, iki öğrencinin motivasyon desenleri arasında anlamlı bir fark olduğunu gösterdi. Tanımlanabilir bir hedefli motivasyon akımları deneyimleyen ilk öğrenci motivasyon grafiğinde daha istikrarlı bir desen sergilerken, diğeri motivasyon grafiğinde açık bir hedefi olmadığından amaçsızca sürüklenen bir desen ortaya koymaktadır. Bu ön çalışmanın bulguları dinamik motivasyon teorileri ile bağlantılı olarak tartışılacaktır. Sonraki çalışmalar için öneriler de sunulacaktır.

Genç Öğrenenlerin İngilizce Öğrenmeye Olan Tutum ve Motivasyonu

Getting to understand patterns and causes of motivational changes experienced by language learners while studying a foreign language can be of significant value. This paper aims to explore patterns of such fluctuations at the tertiary level. Through a dynamic systems perspective, this study employed Retrodictive Qualitative Modelling to generate the learner prototypes. The data were then collected from two distinct cases that represent different motivational prototypes. While the first one manages to have a highly intense goal-directed motivation (Directed Motivational Currents- DMC), the second one does not seem to have DMC. Data concerning ebbs and flows of learners’ motivation and affective states in the classes were collected through self-plotted motigraphs over six weeks. The results showed a significant difference between the motivational patterns in the two learners. The first one with an identifiable DMC displayed a more stable pattern on the motigraph and the other one drifted aimlessly without a clear focus. The findings of this preliminary study will be discussed in relation to dynamic theories of motivation. Suggestions for further research will be offered

PDF

___

Chan, L., Dörnyei, Z., & Henry, A. (2015). Lerner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238-259). Bristol, UK: Multilingual Matters.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(S1), 3-32.
Dörnyei, Z. (2014). Researching complex dynamic systems: Retrodictive qualitative modelling in the language classroom. Language Teaching, 47(1), 80-91.
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational currents: Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 9-29). Amsterdam: John Benjamins Publishing Company.
Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). Directed motivational currents: Regulating complex dynamic systems through motivational surges. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 95-105). Bristol: Multilingual Matters.
Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York, NY: Routledge.
Ellis, N. C. (2007). Dynamic systems and SLA: The wood and the trees. Bilingualism: Language and Cognition, 10(1), 23-25.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue canadienne de psychologie, 13(4), 266-272.
Gibson, W. J., & Brown, A. (2009). Working with qualitative data. London: SAGE. Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99(2), 329-345. http://dx.doi.org: 10.1111/modl.12214
Ibrahim, Z. I. (2016). Directed motivational currents: optimal productivity and long-term sustainability in second language acquisition. (Unpublished doctoral dissertation). University of Nottingham, United Kingdom.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.
Locke, E. A. (1996). Motivation through conscious goal setting. Applied and Preventive Psychology, 5(2), 117–124. http://dx.doi.org:10.1016/S0962-1849(96)80005-9
Muir, C., & Dörnyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3, 357-375.
Muir, C. (2016). The dynamics of intense long-term motivation in language learning: Directed motivational currents in theory and practice. (Unpublished doctoral dissertation). University of Nottingham, United Kingdom.
Safdari, S., & Maftoon, P. (2017). The rise and fall of directed motivational currents: A case study. The Journal of Language Teaching and Learning, 7(1), 43-54.
Zarrinabadi, N., & Tavakoli, M. (2016). Exploring motivational surges among Iranian EFL teacher trainees: Directed motivational currents in focus. TESOL Quarterly, 51(1), 155- 166. http://dx.doi.org: 10.1002/tesq.332.