Gardner ve Dörnyei'nin İkinci Dil Öğreniminde Motivasyon Teorilerine İlişkin Bir Tartışma ve Karşılaştırma
Author :
Abstract
Motivasyon, öğrencilerin öğrenme süreci boyunca kararlı ve dirençli kalıp kalmamalarında önemli bir rol oynadığından büyük ilgi görmüştür. İkinci dil (L2) öğreniminde de motivasyonun rolü geniş çapta araştırılmıştır ve araştırmacılar motivasyonun bir L2 öğrenmede nasıl bir rol oynadığını açıklamak için çeşitli teoriler önermişlerdir. Bu makale Garder'ın (1985) Sosyo-Eğitimsel Modeli ve Dörnyei'nin (2005) L2 Motivasyonel Benlik Sistemini gözden geçirmekte, aralarındaki benzerlikleri ve farklılıkları açıklamakta ve bunların ikinci dil öğreniminde günümüz dünyasında nasıl bir yeri olduğunu incelemektedir. Son olarak, Garder'ın (1985) Sosyo-Eğitim Modeli ve Dörnyei'nin (2005) L2 Motivasyonel Benlik Sistemi kullanılarak gerçekleştirilen dünyanın dört bir yanından ampirik çalışmaları sunmaktadır. Makale, ikinci dil öğreniminde motivasyona yeterince dikkat edilmesinin önemini vurgulayarak ve bu nedenle öğrencilerin ikinci dil öğrenimine ilişkin motivasyonunu artırmanın yollarını araştırmakla sona ermektedir.
Keywords
Abstract
Motivation has drawn considerable attention in learning as it plays a key role whether students stay committed and resilient throughout the learning process. In second language (L2) learning as well, the role of motivation has been researched widely, and scholars have proposed various theories to explain how motivation plays a role in learning an L2. This paper reviews Garder`s (1985) Socio-Educational Model and Dörnyei`s (2005) L2 Motivational Self System, explains the similarities and differences between them, and discusses and compares them with regards to their relevance to L2 learning in today`s world. Lastly, it presents empirical studies from around the world, which have been carried out by using Garder`s (1985) Socio-Educational Model and Dörnyei`s (2005) L2 Motivational Self System. The paper concludes with emphasising the importance of giving motivation enough attention in L2 learning, and therefore researching ways to enhance learners` motivation with regards to learning an L2.
Keywords
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