Türkçenin Yabancı Dil Olarak Öğretiminde Güdüleme Stratejilerine Yönelik Önem Algıları Ölçeğinin Geliştirilmesi
xmlui.mirage2.itemSummaryView.MetaDataShow full item record
In recent years, interest in Turkish has been increasing all over the world. Particular increase has been observed in the number of foreign students coming to Turkish universities to study. Moreover, there is a need for fast and effective teaching of Turkish to immigrants fleeing from Syria to Turkey to be able to educate them in Turkey. For an effective language teaching to occur, there are many factors to be taken into consideration. One of these factors is motivation. It is of great importance to motivate learners to accomplish an effective language teaching. In order to motivate learners well, teachers should be knowledgeable about motivational strategies and use them in their classrooms. The main purpose of the current research is to develop a scale of perception of motivational strategies to be used to elicit teachers’ perception of the motivational strategies in settings where Turkish is taught as a foreign language. Moreover, the current study also aims to compare the perception of the motivational strategies according to different variables. The study group consists of teachers teaching Turkish as a foreign language. In order to develop the scale items, a literature review was conducted and interviews were made with teachers teaching Turkish as a foreign language. Then the draft scale was administered to 361 Turkish as a foreign language teachers and the Exploratory Factor Analysis (EFA) was run on the collected data. As a result of this Exploratory Factor Analysis, 69 items in the draft scale were reduced to 28 items gathered under 6 factors. This 28-item scale was subjected to the Confirmatory Factor Analysis (CFA) to test whether the construct elicited through the Exploratory Factor Analysis would be confirmed. The goodness-of-fit indices revealed by the Confirmatory Factor Analysis showed that the construct obtained from the Exploratory Factor Analysis has been confirmed by the Confirmatory Factor Analysis. Within the context of the reliability studies of the scale, Cronbach Alpha reliability coefficient was calculated and found to be .928 for the whole scale. It was calculated to be .885 for the first factor, .882 for the second factor, .868 for the third factor, .756 for the fourth factor, .861 for the fifth factor and .641 for the sixth factor. The current study also aimed to investigate whether the perception of the motivational strategies varies significantly depending on some demographic variables. The demographic variables addressed in this regard are; age, gender, graduated department, last academic degree held, length of service as a teacher, length of time spent teaching Turkish as a foreign language, affiliated institution, and age group of the students to whom Turkish is taught as a foreign language. Mann Whitney U Test was used for gender and the affiliated institution variables as they have two categories. Age, graduated department, last academic degree held, length of service as a teacher, length of time spent teaching Turkish as a foreign language and age group of the students to whom Turkish is taught as a foreign language have more than two categories. Therefore, Kruskal Wallis Test was run for these variables and then Mann Whitney U test was conducted to determine the source of the difference found in Kruskal Wallis tests. The results of these tests, the perception of motivational strategies varies significantly depending on all the variables except for the length of time spent teaching Turkish as a foreign language variable.