ÖĞRETİM ELEMANLARININ STRATEJİ TERCİHLERİ, TUTUMLARI VE YABANCI DİL KELIME ÖĞRETİMİNDE KARŞILAŞTIKLARI ZORLUKLAR

Abstract

Bu çalışmanın amacı, İngilizceyi yabancı dil olarak öğreten öğretim görevlilerinin uyguladıkları kelime öğretme stratejilerini araştırmak ve aynı zamanda kelime öğretiminde karşılaştıkları zorluklarla birlikte kelime dağarcığına yönelik tutumlarını belirlemektir. Bu amaç doğrultusunda çalışmada karma yöntemli bir araştırma tasarımı kullanılmıştır. Çalışmaya yirmi beş üniversitede çalışan 170 öğretim görevlisi katılmıştır. Veri toplamak için bir anket ve yarı yapılandırılmış bir görüşme formu kullanılmıştır. Nicel veri toplama aracı Kelime Öğretme Stratejileri Anketiydi. Nicel veriler, Sosyal Bilimler için İstatistiksel Paket (SPSS) 23 kullanılarak analiz edilmiştir. 8 öğretim görevlisi ile yarı yapılandırılmış görüşmeler yapılmıştır. Toplanan nitel veriler içerik analizi yöntemiyle analiz edilmiştir. Hem nicel hem de nitel verilerin analizi, katılımcıların öğrencilerine yeni kelimelerin anlamlarını keşfetmeyi öğretirken belirleme stratejilerini kullandıklarını göstermiştir. Diğer taraftan, öğrencilere öğrenilen kelimeleri pekiştirmeyi öğretirken sırasıyla üst bilişsel, bellek, bilişsel ve sosyal (pekiştirme) stratejiler kullanmışlardır. Ayrıca, katılımcıların kelime öğretiminde öğrencilerin uygulama ve tekrar eksikliği, düşük yeterlilik seviyeleri, zaman sınırlaması ve öğrencilerin iki dilli sözlük kullanma eğilimi gibi zorluklar yaşadığı görülmüştür.

Keywords

• yabancı dil kelime hazinesi
• kelime öğretme stratejileri
• kelime öğretme zorlukları.

LECTURERS' STRATEGY PREFERENCES, ATTITUDES, AND CHALLENGES FACED IN FOREIGN LANGUAGE VOCABULARY TEACHING

Abstract

The aim of this study is to investigate the VTSs implemented by EFL lecturers and also to identify their attitudes towards vocabulary along with the difficulties faced by them in vocabulary teaching. In line with this aim, a mixed-method research design was used. 170 lecturers working at twenty-five universities participated in the study. The researchers used a questionnaire and a semi-structured interview. The quantitative data instrument was the Vocabulary Teaching Strategies Questionnaire. The quantitative data were analyzed by using Statistical Package for the Social Sciences (SPSS) 23. Semi-structured interviews were carried out with 8 lecturers. The collected qualitative data were content-analyzed. The analysis of both quantitative and qualitative data showed that the participants applied determination strategies while teaching their students to discover the meanings of new words. On the other hand, while teaching students to consolidate the learned words, they used metacognitive, memory, cognitive and social (consolidation) strategies respectively. Additionally, it was found that the participants experienced difficulties in vocabulary teaching such as students’ lack of practice and repetition, students’ low proficiency levels, time limitation, and students’ tendency to use a bilingual dictionary.

Keywords

• foreign language vocabulary
• vocabulary teaching strategies
• vocabulary teaching difficulties

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