TÜRKİYE’DE ÜNİVERSİTE BAĞLAMINDA YABANCI DİL OLARAK İNGİLİZCE ÖĞRENEN YETİŞKİNLERİN DİL ÖĞRENME MOTİVASYONLARINI ETKİLEYEN FAKTÖRLER

Motivasyon tek bir kelimeyle açıklanamayacak kadar karmaşık bir terimdir. Yabancı dil öğrenenlerin yabancı dil öğrenme motivasyonlarını etkileyen birçok faktör bulunmaktadır. Yabancı dil olarak İngilizce öğretiminde kendi deneyimimden yola çıkarak universite seviyesindeki öğrencilerin İngilizce öğrenmeye çok istekli olduklarını gördüm. Söz konusu öğrenciler düzenli olarak İngilizce derslerine katılmaktadırlar ve özel İngilizce dersleri almak istemektedirler. Bu yüzden de hangi değişkenlerin üniversite seviyesindeki öğrencilerin İngilizce öğrenme motivasyonlarına katkı yaptığını anlamak ilginç olacaktır. Bu çalışma üniversite seviyesindeki yetişkinlerin dil öğrenme motivasyonlarını etkileyen faktörleri Türkiye'nin batısında bulunan bir üniversitenin meslek yüksek okulunda 26 sorudan oluşan ve iki yüz kişiyi içeren bir anket ile bulmayı amaçlamaktadır. Çalışmanın sonuçlarına göre gelecek beklentileri için faydasal yönelim, aidiyetsel yönelim, sevmek, eğlenmek ve isteklilik, yabancı ülkelerde yaşamak, hedef kültüre karşı olumlu tavırlar, başkaları tarafından saygı duyulmaya yönelik faydasal yönelim ve endişe katılımcıların motivasyonu etkileyen faktörler olarak ortaya çıkmaktadır. Tüm bu sonuçlara ek olarak faktör skorları gelecek beklentileri için faydasal yönelimin en önemli faktör olduğunu ancak endişenin ise en az öneme sahip faktör olduğunu ortaya koymaktadır

THE FACTORS THAT AFFECT LANGUAGE LEARNING MOTIVATION OF ADULT LEARNERS WHO LEARN ENGLISH AS A FOREIGN LANGUAGE IN TURKISH UNIVERSITY CONTEXT

Motivation is such a complex term which cannot be explained just with one word. There are many factors that affect language learners’ motivation. Based on my own experience in English language teaching university level English language learners in Turkey seem very willing to learn English. They regularly attend English classes and they seek for private English language courses. For this reason, it sounds interesting to understand which scales contribute to the English language learning motivation of the participants. This study aims to find the factors that affect adult language learners’ motivation at a university – affiliated vocational school in the west of Turkey through a questionnaire with 26 items and 200 participants. The results of the study indicate that instrumental orientation for future expectations, integrative orientation, like, enjoyment and desire, foreign residence, favourable attitudes to target culture, instrumental orientation to be respected by others and anxiety are the factors that affect participants’ motivation in language learning. In addition to this, factor scores indicate that the most important factor for the participants is instrumental orientation for future expectations and the least important factor is anxiety. The results of the study provide an insight related to instrumental and integrative orientations of the participants and some other motivational factors related to foreign residence, like and enjoyment of learning English and anxiety

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