Publication: İngiliz Dili Eğitimi Öğrencilerinin İletişim Kurma İstekliliği ve Çoklu Zeka Düzeyleri Arasındaki İlişkiye Yönelik Bir Araştırma
Abstract
Yabancı dil öğrenimi ve öğretimi alanında önemli kavramlardan olan İletişim Kurma İstekliliği ve Çoklu Zeka Düzeyi ayrı ayrı büyük ölçüde değerlendirilmiş olup çeşitli çalışmaların ana teması olmuşlardır. Yabancı dil öğreti mininde dört temel beceriden biri olan konuşma becerisi, gelişimi çeşitli faktörlerden etkilenen bir beceridir. Bu doğrultuda, bu çalışmanın amacı Ondokuz Mayıs Üniversitesi, Eğitim Fakültesi İngiliz Dili Eğitimi bölümünde okuyan öğrencilerin yabancı dil olarak İngilizce iletişim kurma isteklilikleri ile çoklu zeka düzeyleri arasında bir ilişkinin olup olmadığını ortaya çıkarmayı amaçlamıştır. Aynı zamanda cinsiyet ve sınıf düzeyleri faktörlerinin çoklu zeka düzeyleri ve İngilizce konuşma istekliliği üzerinde bir etkisinin olup olmadığı da incelenmiştir. Araştırmada veri toplama araçları olarak anket ve mülakatlar uygulanıp, karma araştırma deseni kullanılmıştır. Nicel veriler, anket çalışmasına gönüllü katılan 128 öğrenciden toplanmıştır. Araştırmanın nitel kısmının katılımcıları bölümde öğrenim gören 12 öğrenci arasından seçilmiştir. Bu araştırmanın nicel veri analizinde IBM SPSS 26 programı kullanılmıştır. Nitel veri analizinde ise tematik analizi kullanılmıştır. Araştırmanın bulguları, sözel, içsel ve varoluşsal zeka türlerinin öğrencilerin İngilizce iletişim kurma istekliliği düzeyleriyle ilişkili olduğu tespit edilmiştir. Ayrıca, kız öğrencilerin kişilerarası zeka türünün İngilizce iletişim kurma istekliliği ile ilişkili olduğu görülmüştür. Bunun yanı sıra, öğrencilerin çoklu zeka düzeyleri ile İngilizce konuşma isteklilikleri arasındaki ilişkiye, sınıf düzeylerine göre, incelenmiştir. Ancak yapılan korelasyon analizi sonucunda anlamlı bir ilişki bulunamamıştır. Son olarak elde edilen nitel verilerin tematik analizine dayanarak konu, ortam, duygular, deneyim ve dilbilgisi gibi faktörlerin katılımcıların iletişim kurma istekliliği üzerinde etkili olduğu tespit edilmiştir. Anahtar Sözcükler: İletişim kurma istekliliği, Çoklu zeka düzeyleri, Yabancı dil olarak İngilizce
Willingness to communicate and multiple intelligence levels have become the main theme of various studies in the field of foreign language learning and teaching. These two concepts have been evaluated separately in literature. Speaking which is regarded as one of the basic skills in foreign language teaching can be considered as a skill whose development is affected by various factors. In this regard, the aim of this study is to reveal whether there is a relationship between willingness to communicate and multiple intelligence levels of students studying in the department of English Language Teaching at Ondokuz Mayıs University. The study also aimed to examine whether students' gender and grade levels have an effect on the relation of multiple intelligence and willingness to communicate levels. A mixed research design was used in which the data was collected through surveys and interview questions. Quantitative data was collected from 128 students who voluntarily participated in the surveys. The participants for the qualitative part of the study were randomly chosen among 12 students studying in the department. IBM SPSS 26 program was used in order to analyse the quantitative data and thematic analysis was used in order to analyze the qualitative data. The findings on the quantitative part of the study showed that verbal, intrapersonal and existential intelligence types were found to have a correlation to students' willingness to communicate levels. In terms of gender, a correlation was found on male students' naturalistic, verbal-linguistic, existential intelligence and their willingness to communicate levels. Whereas, the interpersonal intelligence type, regarding female students, were found to have a relation with their willingness to communicate level. However, no statistically significant results were found on the relation between participants' willingness to communicate and their multiple intelligence levels regarding their grade levels. Finally, based on the thematic analysis of the qualitative data obtained, it was found that factors such as the topic, environment, feelings, experience and linguistic have an impact on participants' willingness to communicate. Keywords: Willingness to communicate, Multiple intelligence levels, English as a foreign language
Willingness to communicate and multiple intelligence levels have become the main theme of various studies in the field of foreign language learning and teaching. These two concepts have been evaluated separately in literature. Speaking which is regarded as one of the basic skills in foreign language teaching can be considered as a skill whose development is affected by various factors. In this regard, the aim of this study is to reveal whether there is a relationship between willingness to communicate and multiple intelligence levels of students studying in the department of English Language Teaching at Ondokuz Mayıs University. The study also aimed to examine whether students' gender and grade levels have an effect on the relation of multiple intelligence and willingness to communicate levels. A mixed research design was used in which the data was collected through surveys and interview questions. Quantitative data was collected from 128 students who voluntarily participated in the surveys. The participants for the qualitative part of the study were randomly chosen among 12 students studying in the department. IBM SPSS 26 program was used in order to analyse the quantitative data and thematic analysis was used in order to analyze the qualitative data. The findings on the quantitative part of the study showed that verbal, intrapersonal and existential intelligence types were found to have a correlation to students' willingness to communicate levels. In terms of gender, a correlation was found on male students' naturalistic, verbal-linguistic, existential intelligence and their willingness to communicate levels. Whereas, the interpersonal intelligence type, regarding female students, were found to have a relation with their willingness to communicate level. However, no statistically significant results were found on the relation between participants' willingness to communicate and their multiple intelligence levels regarding their grade levels. Finally, based on the thematic analysis of the qualitative data obtained, it was found that factors such as the topic, environment, feelings, experience and linguistic have an impact on participants' willingness to communicate. Keywords: Willingness to communicate, Multiple intelligence levels, English as a foreign language
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