Sociocultural Factors Affecting Turkish Language Learners' Learner Motivation in Tallinn University/Estonia (Dissertation Sample)

Sociocultural Factors Affecting Turkish Language Learners' Learner Motivation in Tallinn University/Estonia
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Abstract
Since the beginning of the world, there is necessity of every individual to make communication with each other. Additionally, the individuals also require building opportunities in order to make a connection with the speakers of other languages as well. The research paper will be based from a case study of three Tallinn University students in Estonia denoting the development and change in their learning motivation of Turkish language over time. These students migrated from different countries to this university for the purpose of learning Turkish language. The method that will be used to collect data from the immigrants and findings will be semi-structured interviews. Within this picture, the results that will be obtained will demonstrate how both de-motivating and motivating factors influence the Turkish language learning process.
Introduction
Turkish language acquisition is exposed to an array of contextual factors that includes the educational setting itself and the cultural package learners that follow them to the learning scene in which they later determine the success of the learning. The immigrant students in Tallinn University find themselves unique Turkish second language learning context where these factors as well as other several social impacts associated with policies, religion, gender, and relocation issues. All of these factors provide clear illustration of how the immigrant Turkish Second Language learners develop their motivation for the significance of coping with the process of learning. The method by which these learners’ motivation is shaped by these factors requires scholarly concern as well as investigation that have been considered in the topic of this paper.
The reason for making a decision to look at the motivation of the immigrant students is for the reason that this point stands for the starting as well as refreshing point for all kinds of learning new information. Various studies have acknowledged that motivation performs a significant role in achievement of second language. Gardener (2007) argues that motivation performs a critical role in several ways in regards to the learning process of second language to a degree that the more highly motivated learners are considered better in comparison to the less motivated individuals.
Problem Statement
It is a challenging aspect when motivating a new group of immigrants in adapting new methods of learning and communication in consideration to the shift of locations, cultures, interests, climates, learning habits and personalities. Successful integration within the language target community, for instance Turkish language, is recognized as a strong motivator in the immigrant students of the Turkish language learning. Because second language motivation is considered to be a goal-oriented, it is of significance to make some investigations on the learners’ initial goals as well as desires in learning the language for the importance of understanding the learners’ language motivation. As there is increasing number of immigrants and international students arriving at Tallinn University during the last few years, it is of significance to have the knowledge of factors that make an impact on their learning as well as integration in a new society, which takes learners Turkish communication demand and learning difficulty to a new dimension.
Research Questions
The research paper will be analysing the following questions:
* Why is motivation considered to be the primary factor in determining the period of learning second language?
* How do Second language learners stay motivated in order to keep learning through the long intermediate state?
* Does motivation influence the period in which language learners take to learn?
* Why do motivated language student learners learn much more quickly when compared to non motivated ones?
Literature Review
Dornyei (2006) in his research argues that the social paradigm is not composed of the complete image and in order to attain a full knowledge in regards to second language learning motivation, several other motivational factors that are associated to the educational context require to be put into consideration. Dornyei (2003) also argues that second language learning achievement as well as motivation is highly correlated. This implies that the highly second language learning motivated learners are likely to be the higher achievers in the learning of second language. According to Gardener (2008), increased exposure to the target language and the extensive interaction with its speaking group as well as teachers in both social and educational contexts will impose an increment in the leaner’s’ motivation as well as push them for more second language learning process.
Norton (2008) argues that when a language learner reads as well as writes a given text, both the text’s construction and the comprehension is mediated by the investment of the learner in the activity and the social-cultural identity of the learner. Kristmanson (2000) argues that an effective language learning environment can be attained by perfor...