You are here

Motivational Orientations of Turkish EFL Students: The Case at a State University

Journal Name:

Publication Year:

Abstract (Original Language): 
This study investigated the motivational orientations of Turkish university students in their foreign language learning process. 383, 225 female and 158 male, pre-intermediate students studying in the English preparatory program of a state university participated in the study. A questionnaire having 30 items was administered to the students and 19 of them were also interviewed. Quantitative data were analyzed through descriptive and inferential statistics and qualitative data were analyzed via content analysis. The quantitative results revealed that students had a moderate level of foreign language learning motivation. Besides, it was found that students had a moderate level of integrative orientation and a high level of instrumental orientation. The qualitative findings showed that participants had generally instrumental reasons for learning English and their motivational level fluctuates during the learning process. Finally, it was demonstrated that instrumental orientation and integrative orientation were interrelated phenomenon.
62
77

REFERENCES

References: 

Berg, B. L. (1998). Qualitative research methods for the social sciences. Boston: Allyn&Bacon.
Brown, H. D. (1994). Principles of language learning and teaching. London: Prentice Hall Regents.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Englewood Cliffs NJ: Prentice Hall.
Dörnyei, Z. (1990). Conceptualising motivation in foreign language learning. Language Learning, 40, 45-78.
Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 273-284.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Dörnyei, Z. (2001a). Motivational Strategies in the language classrooms. UK: Cambridge University Press.
Dörnyei, Z. (2001b). Teaching and researching motivation. Harlow: Pearson Education Limited.
Dörnyei, Z. 2009. The L2 Motivational Self System. In: Dörnyei, Z. and Ushioda, E. eds., Motivation, language identity and the L2 self Bristol: Multilingual Matters. 9-42.
Dörnyei, Z. & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
Ely, C. (1986). An analysis of discomfort, risk-taking, sociability and motivation in the second language classroom. Language Learning, 36, 1-25.
2013, Dil ve Edebiyat Eğitimi Dergisi, 8, 62-77.
2013, Journal of Language and Literature Education, 8, 62-77.
77
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Kim, S. Y. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom context. Foreign Language Annals, 42(1), 138-157.
Lukmani, Y. (1972). Motivation to learn and language proficiency. Language Learning, 22, 261-274.
Mendi, H. B. (2009). The relationship between reading strategies, motivation and reading test performance in foreign language learning. Unpublished Master’s Thesis, Marmara University, İstanbul.
Norris-Holt, J. (2001). Motivation as a contributing factor in second language acquisition. The Internet TESL Journal, 7(6).
Spaulding, C.L. (1992). Motivation in the Classroom. New York: McGraw-Hill.
Tremblay, P. F. and Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505-518.
Williams, M. & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Yin, R. K. (1994). Case study research: Design and methods. Newbury park, CA: Sage Publications.
Zhang, R. & Liang, F. (2008). Survey of college non-English adult learners’ English learning motivation and its implications. US-China Foreign Language, 6(3), 47-53.

Thank you for copying data from http://www.arastirmax.com