DİL ÖĞRENENLERİ GÜDÜLEME: ÖĞRENCİ MOTİVASYONU İLE ALÂKALI GÜDÜLEME STRATEJİLERİNİN ETKİLERİNİN SINIF MERKEZLİ BİR ARAŞTIRMASI
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Abstract
Öğretmenin motivasyon yöntemlerini kullanmasının, genelde, öğrencimotivasyonunu artırdığına inanılır, ancak literatürde bu iddiayıdestekleyecek tecrübeye dayanan deliller yok denecek kadar azdır.Güney Korede 27 öğretmen ve 1300den fazla öğrenciyi içine alan 40ESOL sınıfıyla ilgili geniş kapsamlı bir araştırmaya dayanan buçalışmada öğretmenlerin güdülemeye yönelik öğretim uygulamaları veöğrencilerinin dil öğrenme güdüsü arasındaki ilişki incelendi.Öğrencilerin motivasyonu, kendileri hakkında bilgi veren bir anketleve bu araştırma için özel olarak geliştirilen (the motivation orientationof language teaching) dil öğretiminin güdüleme-yönlendirmeprogramı (MOLT) adlı bir sınıf gözlem aracı ile ölçüldü. MOLTgözlem planı ayrıca gözlemci tarafından bu maksatla doldurulanderecelendirme ölçeği ile birlikte, öğretmenlerin motivasyonyöntemlerini kullanma gücünü değerlendirmek için de kullanıldı.MOLT, Spada ve Fröhlichin (1995) dil öğretiminin iletişimyönlendirme (COLT) planıyla alâkalı gerçek zamanlı şifrelemeilkesini örnek alıyor, ama Dörnyeinin (2001) yabancı dil sınıfları içinhazırlanmış motivasyon stratejileri taslağından çıkarılan gözlenebiliröğretmen davranışları türlerini kullanıyor. Sonuçlar gösteriyor ki dilöğretmenlerinin güdülemeye yönelik uygulaması hem öğrencileringüdüsel durumuyla hem de onların motive edilmiş yükseltilmişöğrenme seviyeleriyle ilişkilidir.
Keywords
Abstract
The teachers motivational strategies is generally believed to enhancestudent motivation, yet the literature has little emprical evidence tosupport this claim. Based on a large-scale investigation of 40 ESOLclassrooms in South Korea involving 27 teachers and more than 1,300learners, this study examined the link between the teachersmotivational teaching practice and their students language learningmotivation. The students motivation was measured by a self-report questionnaire and a classroom observation instrument specifically developed for this investigation, the motivation orientation of language teaching (MOLT). The MOLT observation scheme was also used to assess the teachers use of motivational strategies, along with aposthock rating scale filled in by the observer.The MOLT follows thereal-time coding principle of Spada and Fröhlichs (1995)communication orientation of language teaching (COLT) scheme butuses categories of observable teacher behaviors derived from Dörnyeis (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachersmotivational practice is linked to increased levels of the the learnersmotivated learning behavior as well as their motivational state.
Keywords
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