Türkiye’de İngilizceyi Yabancı Dil Olarak Öğrenenlerin Yabancı Dil Benlik Sistemlerinin Kesitsel Desenle İncelenmesi

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
Simla COURSE, Fatma Özlem SAKA
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引用次数: 0

Abstract

This paper reports the findings of a research, with a twofold aim of investigating L2 motivational self system of Turkish EFL learners and exploring how the constructs of this model interact with each other. To this end, we conducted a mixed methods research with 1168 participants from three populations of Turkish EFL learners, secondary school, high school and university students. The findings show that the tripartite mode of L2 motivational self system explains the Turkish EFL learners’ language learning motivation and that the constructs of this model contribute towards the language learning motivation following different paths for the three groups of learners from secondary school, high school and university. To investigate the possible changes these constructs undergo over time, language learning motivation trajectories of individual learners were also explored. The findings show that there is a dynamic interplay among these constructs. The findings also indicate patterns and emergence of attractor states in these interactions. Finally, it is found that the attractor states themselves also undergo changes over the learners’ trajectories, shaping whilst being shaped by the components of L2 motivational self system.
采用横断面设计调查土耳其英语作为外语的 EFL 学习者的外语自我系统
本文报告了一项研究的结果,该研究的双重目的是调查土耳其英语学习者的第二语言动机自我系统,并探讨该模型的结构如何相互作用。为此,我们对1168名参与者进行了一项混合方法研究,他们分别来自土耳其的英语学习者、中学生、高中生和大学生三个群体。研究结果表明,第二语言动机自我系统的三方模式解释了土耳其英语学习者的语言学习动机,该模式的构建有助于初中、高中和大学三组学习者的语言学习动机遵循不同的路径。为了研究这些构念随着时间的推移可能发生的变化,我们还探讨了个体学习者的语言学习动机轨迹。研究结果表明,这些构念之间存在动态的相互作用。这些发现还表明了这些相互作用中吸引子状态的模式和出现。最后,我们发现吸引子状态本身也会随着学习者的轨迹发生变化,在被第二语言动机自我系统的组成部分塑造的同时也被塑造。
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来源期刊
Cukurova University Faculty of Education Journal
Cukurova University Faculty of Education Journal EDUCATION & EDUCATIONAL RESEARCH-
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