SELF-DETERMINATION THEORY AND DAY AND BAMFORD'S PRINCIPLES FOR EXTENSIVE READING

İkinci dilde kapsamlı okumayı geliştirmek için Day ve Bamford tarafından belirlenen on ilke özellikle uygulanabilirlikleri açısından önemli bulunmuştur fakat birçok sebepten dolayı başarılı bir kapsamlı okuma yönergesi verebilmenin zorlukları da bilinmektedir. Day ve Bamford'ın önerileri ile motivasyonun Öz-Belirleme Kuramında altı çizilen faktörler arasındaki ilişki incelenerek açıklığa kavuşturulabilir. Day ve Bamford tarafından belirlenen on öneri, Öz-Belirleme Kuramının üç ögesinden - yeterlik, özerklik ve ilintililik -, ki Öz-Belirleme Kuramı bunların hepsinin motive edici ideal bir ortamda bulunması gerektiğini ileri sürmektedir, bir veya daha fazlasını örneklendiren özellikleri içermektedir. Ancak, 9 yetişkin İkinci Dil Olarak İngilizce (ESL) okutmanının katılımıyla gerçekleştirilen bu karma-yöntemli çalışmanın sonuçları Day ve Bamford rehberliğinin tüm katmanlarını değil de bir kısmını seçici olarak takip etmenin mümkün olduğunu göstermektedir. Uygulayıcıların dikkatini motivasyonla ilgili kaynakların tümüne dikkat çekmek için, kapsamlı okuma yönergeleriyle ilgili Day ve Bamford tarafından belirlenen ilkelerin Öz-Belirleme Kuramı ile ilişkilendirilmesini öneriyoruz. Aday öğretmen eğitimi, kurumsal planlama ve hizmet içi mesleki gelişim için öneriler de bu makalenin içeriğinde sunulmaktadır

ÖZ-BELİRLEME KURAMI VE DAY VE BAMFORD'IN KAPSAMLI OKUMA HAKKINDAKİ İLKELER

Day and Bamford's ten principles for promoting second-language (L2) extensive reading (ER) have been commended for their highly applicable practicality. However, for various reasons, assuring successful ER instruction can remain a challenging task. This surprising contrast may in part be clarified by examining the relationship between Day and Bamford's recommendations and the factors highlighted in the Self-Determination Theory (SDT) of motivation. Day and Bamford's ten recommendations incorporate features that can be viewed as exemplifying one or more of the three SDT components - competence, autonomy, and relatedness - which, SDT argues, should all be present in an ideally motivational environment. However, a mixed-method study of 9 adult ESL instructors (Likert scale questionnaires, plus follow-up interviews) suggested that selective adherence to some but not all dimensions of Day and Bamford's guidance may allow SDT constituents to be unwittingly underrepresented. We therefore advise that Day and Bamford's principles for ER instruction should be explicitly associated with the SDT framework, in order to draw practitioners' attention as directly as possible to the full range of motivational resources available. Implications are proposed for pre-service teacher education, institutional planning, and in-service professional development

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