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(İNGİLİZCE ÖĞRETMENLİĞİ HAZIRLIK SINIFI ÖĞRENCİLERİNDE İNGİLİZCE ELEŞTİREL OKUMA DERSLERİ VE MOTİVASYON

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MOTIVATION AND CRITICAL READING IN EFL CLASSROOMS: A CASE OF ELT PREPARATORY STUDENTS
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123-147

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Abstract (Original Language): 
Bu çalısma elestirel okuma dersleri pratiklerinin, ögrenci motivasyonunu arttırmak için geleneksel okuma derslerine adapte edilmesinin yollarını arastırmaktadır. Temelde bu çalısma, elestirel okuma derslerinde içsel motivasyonu arttırdıgı gözlenen üç temel noktanın geleneksel okuma derslerinde oynayabilecegi potansiyel rolü incelemektedir, ögrencilerin kendi ögrenim süreçleri üzerindeki kontrollerinin artması, ögrencilerin kendi deneyimleri ve yasamlarının sınıf içi kolektif bilgi yaratımında yer bulması, ve yeni, merak uyandıran beceri gelistirme. Bu çalısma &ngilizce ögretmenligi hazırlık sınıfı ögrencileriyle yapılmıstır. Bulgular, bu üç temel noktayı geleneksel okuma beceri derslerine adapte etmenin ögrenci motivasyonunu arttırdıgını göstermektedir. Ancak sonuçlar ayrıca, yüksek öz-yeterlilik ve &ngilizce yeterlilige sahip olan ögrencilerde, sınıf içi faaliyetlerde yapılan bu uyarlamada elestirel okuma derslerinin sundugu yeni, merak uyandıran beceri gelistirme hususunun eksik kaldıgını göstermektedir. Bu dogrultuda, bu çalısma ögrenci kontrolünün artması ve sınıf içi faaliyetlerle ögrencilerin yasamları arasındaki bagı kuvvetlendirmenin, yeni ve merak uyandıracak aktivitelerle desteklenmesi halinde ögrencilerin içsel motivasyonlarının artacagını öne sürmektedir.
Abstract (2. Language): 
This study explores the ways in which Critical Reading (CR) practices can be adapted to traditional EFL reading lessons to increase student motivation. More specifically, this research aims at identifying the role of three main features of CR courses in increasing motivation, decreased external control, giving room for the students’ own realities in classroom procedures, and optimal arousal. The study was conducted with ELT preparatory year students. The findings point out that adapting these three features into EFL reading lessons enhances student motivation. However, the results also show that for students with high self-efficacy and high English proficiency, traditional reading lessons will lack the essential novelty of CR courses, which is mastering a new skill, within the adaptation. Thus, this study suggests that for students with high levels of English proficiency, provided that the former two features are supported through tasks designed to raise optimal arousal to compensate for the lack of novelty in traditional reading classroom, students’ intrinsic motivation will be increased for EFL reading lessons.

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