Öğrenen motivasyonuna çok dilli yaklaşım: Birden fazla dil öğrenenlerin öz motivasyonları

The present study investigates the multilingual learners' motivational dispositions utilizing the framework of Multilingual Motivational Self System in a Turkish setting; for this purpose, a questionnaire looking into the L2 Motivational Self System and the Ideal Multilingual Self were used to explain different future selves of students'. Participants of the study were 405 Turkish students aged between 15 and 17 studying in four Vocational and Technical Anatolian High School in Antalya. Questionnaire-based quantitative research was adopted for this study. In order to uncover language learners' motivation on a multilingual level and present a Turkish perspective of multilingual motivation, a questionnaire with 25 Likert-type scale items was adapted from 'Dörnyei's Motivation Questionnaire' (Taguchi, Magid, & Papi, 2009; Dörnyei, 2010) and Henry and Thorsen's (2018) 'the ideal multilingual self' studying. Results of the analysis suggest that multiple language learners have a fluid vision of themselves as multilinguals. Moreover, the study put forward that ideal L2 selves are important in forming an image of an ideal multilingual self, more so than other components of L2MSS. Recognizing language preferences, integrating a variety of language resources into the classroom, teaching multiple languages in a coordinated manner, and relying on more holistic approaches to language teaching with a focus on what multilingual learners can do with their linguistic resources all contribute to the future vision of being multilingual.