Publication: Fransızca öğreniminde öğrenci motivasyonunu etkileyen faktörler
Abstract
Terim olarak “motivasyon” sözcüğünün dilimizde ve farklı dillerde (Fransızca, İngilizce) birçok tanımı mevcuttur. Motivasyon üzerine yapılan teoriler henüz tamamlanmamış olup hala devam etmektedir. Gittikçe artan araştırmalar sayesinde adını sıkça duyurmayı başarmış ve eğitimde olduğu kadar her alanda popülaritesini arttırmıştır. Bizim üzerinde durduğumuzikinci yabancı dil Fransızcayı seçenortaöğretim 5, 6 ve 7. sınıf öğrencilerinin dil öğrenme adına sergiledikleri motivasyon ve motivasyon faktörleri arasındaki ilişkinin kuvveti ile birbirlerini etkileme durumları olmuştur.Bu kapsamda İstanbul ili Çekmeköy ve Beşiktaş ilçelerinde bulunan iki farklı özel öğretim kurumunda öğrenim gören yaşları ve seviyeleri farklı (5, 6 ve 7. Sınıf) 47 kız, 33 erkek olmak üzere toplam 80 öğrenci çalışmamızın örneklemini oluşturmuştur.Araştırmada veri toplama yöntemi olarak Gardner (2004)’ın Tutum/ Motivasyon Test Havuzu’ndaki sorularından oluşan anket kullanılmıştır. Uygulananbu anket içerisinde değişkenliği etkileyen faktörler tespit edilmeye çalışılmış ve elde edilen verilerle motivasyon arasındaki ilişki istatistiksel yöntemler kullanarak (t-test, ANOVA, regresyon vs) saptanmaya çalışılmıştır. Ayrıca öğrencilere aittoplanan sınıf ve cinsiyet değişkenin de motivasyon üzerinde istatistiksel olarak anlamlı bir etkisi olup olmadığı irdelenmiştir.Çalışmanın bulgularına göre öğrencilerin motivasyon düzeylerinin yeterli olduğu, öğrencilerin cinsiyetleri ve yaşları ile motivasyon seviyeleri arasındaki ilişki irdelendiğinde istatistiksel olarak anlamlı bir fark olmadığı, ve motivasyonu etkileyen faktörler arasında kendi ilgi ve isteklerinin birinci sırada yer aldığı görülmüştür. İlgi çekici bir diğer bulgu ise aile faktörünün öğrencilerin ikinci yabancı dil Fransızcaya karşı motivasyonları üzerinde herhangi bir etkisinin olmadığıdır.
The term “motivation” has several definitions in Turkish language as well as other languages such as English and French. Motivation theories have not been completed yet; they are still in progress. Owing to increasing number of researches, these theories have accomplished to set the heather alight and become popular in every field of study as in education. This study focuses on the motivation of 5th, 6th and 7th graders for learning French as the second language besides the strength and effect of the relationship between their language learning motivation and motivating factors. In this context, the sample group of this study consists of 80 students (47 girls and 33 boys), who are from various age groups and have different levels of language proficiency. The students have been studying in two different private schools in districts of Çekmeköy and Beşiktaş in İstanbul. In this study, a questionnaire that is originated from the “Attitude/ Motivation Test Battery” of Gardner (2004), is employed as the data collection tool. In the conducted questionnaire, the factors that affect the variability are aimed to be determined. The relationship between the collected data and motivation is intended to be confirmed with statistical methods (such as, independent samples t-test, ANOVA and regression). In addition, it is investigated whether there is a significant difference on the motivation of students with respect to their gender and grade. The findings of the study reveal that motivation levels of the students are sufficient and there isn’t a significant difference on the motivation of students with respect to their gender and grade. Among the factors that affect student motivation, the “interest” and “desire” of the students are placed on the top. The study's other notable discovery is that the “family” factor does not have any effect on the student’s motivation for learning French as the second language.
The term “motivation” has several definitions in Turkish language as well as other languages such as English and French. Motivation theories have not been completed yet; they are still in progress. Owing to increasing number of researches, these theories have accomplished to set the heather alight and become popular in every field of study as in education. This study focuses on the motivation of 5th, 6th and 7th graders for learning French as the second language besides the strength and effect of the relationship between their language learning motivation and motivating factors. In this context, the sample group of this study consists of 80 students (47 girls and 33 boys), who are from various age groups and have different levels of language proficiency. The students have been studying in two different private schools in districts of Çekmeköy and Beşiktaş in İstanbul. In this study, a questionnaire that is originated from the “Attitude/ Motivation Test Battery” of Gardner (2004), is employed as the data collection tool. In the conducted questionnaire, the factors that affect the variability are aimed to be determined. The relationship between the collected data and motivation is intended to be confirmed with statistical methods (such as, independent samples t-test, ANOVA and regression). In addition, it is investigated whether there is a significant difference on the motivation of students with respect to their gender and grade. The findings of the study reveal that motivation levels of the students are sufficient and there isn’t a significant difference on the motivation of students with respect to their gender and grade. Among the factors that affect student motivation, the “interest” and “desire” of the students are placed on the top. The study's other notable discovery is that the “family” factor does not have any effect on the student’s motivation for learning French as the second language.