FARKLI BÖLÜMLERDEN ÖĞRENCİLER YABANCI DİL OLARAK İNGİLİZCE’Yİ ÖĞRENİRKEN MOTİVASYON TÜRÜNDE FARKLILIK GÖSTERİRLER Mİ?
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Abstract
Bu çalışma, farklı branştan öğrencilerin İngilizceyi yabancı dil olarak öğrenirken motivasyon türünde farklılık gösterip göstermediklerini araştırmayı amaçlamaktadır. Motivasyon türü, bu çalışmada bağımsız değişkenken, öğrencilerin okudukları bölüm bağımlı değişkendir. Çalışmanın katılımcıları İstanbul, Türkiye’de bir vakıf üniversitesinde beş farklı programda okuyan 170 öğrenciden oluşmaktadır. Yabancı dil olarak İngilizceyi öğrenmedeki motivasyon türünde değişiklik gösterip göstermediklerini anlamak için katılımcılardan 20-maddelik bir anket doldurmaları istenmiştir. Toplanan veri, SPSS aracılığıyla analiz edilmiştir. Sonuçlarda farklı branşlarda okuyan öğrencilerin bütünleştirici motivasyon türünde bir farklılık göstermedikleri görülmüştür. Fakat, aynı öğrenciler araçsal motivasyon türünde farklılık göstermişlerdir. Uçak Teknolojisi bölümünde okuyan öğrencilerin araçsal motivasyonu Rehberlik ve Psikolojik Danışmanlık ile Hemşirelik branşlarında okuyan öğrencilerden daha yüksek çıkmıştır. Uçak Teknolojisi bölümünde okuyan öğrenciler için İngilizcenin bölüm materyallerini anlamaları ve mezun olduktan sonra iş bulabilmelerinde çok önemli bir rol oynadığı tartışılmıştır. Bulguların, öğrencileri motive edebilmeleri için uygun materyal ve strateji kullanmaları yönünde İngilizce okutmanlarına ve kuruma yardımcı olacağı tahmin edilmektedir.
Keywords
Abstract
This study aims to investigate whether students from different majors differ in motivation type towards learning English as a Foreign Language (EFL). While the motivation type was the independent variable, the program that students were studying in was the dependent one in this research. The participants of this study were 170 students from five different programs at a private university in İstanbul, Turkey. The participants were asked to answer a 20-item questionnaire which aimed to identify their integrative and instrumental motivation towards learning EFL. The collected data was analysed through SPSS. The results demonstrated that the students studying at different programs did not differ in integrative motivation towards learning EFL. However they differed in instrumental motivation. Students from Aviation Technology program (ATP) had higher instrumental motivation than students from Psychological and Counseling Guidance (PCGP) and Nursing (NP) programs. It is assumed that EFL has an important role for students studying at ATP to understand the materials of the program they study in and to find a job after graduating. It is expected that the findings will be a source for instructors and the institution to use the appropriate materials and strategies to motivate their students.
Keywords
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