İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin ikinci dil öğrenmedeki motivasyon benlik sistemleri üzerine bir çalışma

The present study intends to investigate the L2 Motivational Self System (L2MSS) of Turkish EFL preparatory school students. This study also aims to find out the positive and negative factors affecting students' motivation in the classroom. Besides, it aims to reveal the activities that the students like most in the classroom. The study also seeks to examine the students' satisfaction about studying at English preparatory school. Lastly, it sheds light on the reasons of being motivated while studying at prep school in terms of learning English. 385 Turkish university preparatory school studentswere selected to complete a questionnaire reflecting their motivation for learning English. In order to determine the students' tendency towards motivational types,a survey including a modified questionnaire of 64 likert type scale items (adapted from Dörnyei, 2005; Taguchi et al.,2009; Ryan, 2008 and Xie, 2011), multiple response sections and open ended questions were used. The findings of the study demonstrated that Turkish preparatory schoolstudents' motivational motives differentiated in terms of gender, fields of study, proficiency level, education type and the motives to study at prep school. The research also revealed that the best predictors of L2MSS survey were instrumentality (promotion), cultural interest, attitudes to L2 community, future plan and instrumentality (prevention). Apart from these, the study points out those factors such as having a joyful time in the classroom, teacher's attitude towards to the students, teacher's guidance/ eliciting while speaking, classroom atmosphere, teacher's having sense of humor and using English in the classroom that affect students' motivation positively. On the other hand, the factors affecting students' motivation negatively include lack of vocabulary knowledge, forgetting the meaning of vocabulary, not being to able express himself well, having a boring lesson and not being able to speak in English. In addition to these, students are in favour of some activities in the classroom including series/ movies, vocabulary games, song activities, competitions during the lessons and these activities motivate them positively. Furthermore, more than 60 percent of the participants were satisfied with studying at prep school. According to the open ended questions responded by the students, it can be said that studying at prep school enabled them to learn more vocabulary, grammar and in the future, it will help them to get promotion or use this language in foreign countries and with the native speakers of this language. Overall, the study presented relational factors highly affecting L2 motivation of participants. Finally, based on the findings, some recommendations for teachers have been highlighted to increase and sustain the students' motivation. Key words: Motivation in foreign language learning, L2 motivational self system, ideal L2 self, ought to self, learning experience, society effect, future plans, daily life/ events