Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Hacettepe Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye
Tez Danışmanı: Nilüfer Can Daşkın
Tezin Onay Tarihi: 2020
Tezin Dili: İngilizce
Özet:
Following the introduction of “Directed Motivational Currents (DMCs)” theory in recent years to account for highly robust and productive motivational surges in second/foreign language learning (L2), we have witnessed the emergence of a wide range of studies seeking to enhance our understanding of this unique type of motivational phenomenon. However, research into DMCs as a construct is still lagging behind in the Turkish EFL context. Besides, although L2 motivation research is going through a paradigm shift nowadays that recognizes motivation as a dynamic phenomenon, there remains very little discussion on the dynamic nature of DMCs. Against this background, the aim of the current study is twofold: 1) to offer additional evidence on the validity of DMCs as a construct in the Turkish EFL context, 2) to investigate the parameters that cause motivational fluctuations in learners’ DMC-induced motivational trajectory. The study utilized a qualitative database collected from 3 focal EFL learners studying in a private university in Turkey. First, ebbs and flows in participants’ motivational trajectories were identified via self-plotted motigraphs over 4 weeks. Then, each participant was interviewed once a week to determine what caused their motivational fluctuations and the interview data were analyzed using thematic analysis. Findings indicated that a DMC is a highly complex, dynamic, and personal experience. The findings also revealed that learners’ DMC experience is influenced by a multitude of social, personal and contextual factors. Taken together, the findings provide implications for how to facilitate the use of DMC-type motivation in L2 classroom settings.