Operationalizing Multilingualism: Language Learning Motivation in Turkey

Autor/inn/en	Thompson, Amy S.; Erdil-Moody, Zeynep
Titel	Operationalizing Multilingualism: Language Learning Motivation in Turkey
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 3, S.314-331 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2014.985631
Schlagwörter	Learning Motivation; Second Language Learning; Factor Analysis; English (Second Language); Second Language Instruction; Foreign Countries; Multilingualism; Guidelines; Statistical Analysis; Self Concept; Questionnaires; Learning Experience; Student Attitudes; College Students; Gender Differences; Language Proficiency; Turkey + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Faktorenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Mehrsprachigkeit; Multilingualismus; Richtlinien; Statistische Analyse; Selbstkonzept; Fragebogen; Lernerfahrung; Schülerverhalten; Collegestudent; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; Türkei
Abstract	This study is an examination of language learning motivation and multilingual status in the Turkish English as a foreign language (EFL) context. Using Dörnyei's L2 Motivational Self System (L2MSS) framework, specifically the ideal and ought-to L2 selves, this study examines the relationship between motivation and two operationalizations of multilingualism: (1) any experience with a third language and (2) Perceived Positive Language Interaction (PPLI). Using an exploratory factor analysis (EFA) and one-way ANOVAs with the data from 159 EFL learners in Turkey, the results indicate that there is a significant group effect for multilingual status for both operationalizations of multilingualism with the ideal L2 self; however, no significant difference was found between the groups with the ought-to L2 self. There is also a discussion about the importance of performing EFAs with questionnaire data in a variety of contexts, as well as further insights regarding the operationalization of the PPLI construct. As the L2MSS has not yet been investigated in the Turkish context, the results of this study help to further elucidate Turkish EFL students' language learning motivation to add to the growing body of literature on the multifaceted and dynamic nature of motivation in the field of second language acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01