YABANCI DİL OLARAK İNGİLİZCE BAĞLAMINDA ÜNİVERSİTE ÖĞRENCİLERİNİN DİL ÖĞRENME STRATEJİLERİNİN BELİRLENMESİ

Abstract

Dil öğrenme stratejileri, öğrencilerin öğrenme sürecinde performansını artırmak için kullandıkları eylemlerdir. Dil öğrenme stratejileri üzerine çok çalışma olmasına rağmen, cinsiyet ve sınıf düzeyi açısından üniversite öğrencilerin strateji kullanımıyla ilgili çalışmalar yok denecek kadar azdır. Bu çalışmanın amacı, üniversite öğrencileri tarafından tercih edilen dil öğrenme stratejilerini ölçmek ve tercih ettikleri bu stratejilerin cinsiyet ve sınıf düzeyi açısından bir farklılık yaratıp yaratmadığını ortaya çıkarmaktır. Çalışma Muş Alparslan Üniversitesi Eğitim Fakültesi’nin farklı bölümlerinde öğrenim gören 150 öğrenciden oluşmaktadır. Sonuçlar, dil öğrenme sürecinde, öğrencilerin kullandığı dil öğrenme stratejilerinin orta seviyede olduğunu, en çok kullanılan stratejilerin üstbilişsel ve en az tercih edilen stratejilerin ise bilişsel stratejiler olduğunu göstermiştir. Sonuçlar cinsiyet ve sınıf düzeyi açısından anlamlı bir fark olduğunu gösteriyor ki bu da kızların erkeklerden; birinci sınıfların ikinci sınıflardan daha çok strateji kullandığını gösteriyor.

Keywords

• Language learning strategies, EFL, Gender

Identifying Learner Strategies of University Students in an EFL Context

Öz

Learning strategies are the actions that learners use to improve their performance in the learning process. Though many studies have focused on the language learning strategies, a somewhat smaller body of research studies has dealt with university students’ use of strategies in terms of gender and class grade. The aim of this study is to measure the language learning strategies preferred by the university students and to reveal whether their preferred learning strategies create any differences in terms of gender and class grades. The study covers 150 students who study in different departments in the Faculty of Education, Muş Alparslan University. The results indicated that language learning strategies that students use are mid-level and they use metacognitive strategies the most and cognitive strategy the least during the language learning process. A significant difference was also found in terms of gender and class grade, meaning that girls use language learning strategies than boys do and first grade students use strategies more than second grades.

Anahtar Kelimeler

• Dil öğrenme stratejileri, EFL, Cinsiyet

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