HOW TO BECOME A SUCCESFUL LANGUAGE LEARNER LEARNER AUTONOMY, STYLES AND STRATEGIES REVISITED

Year 2006, Issue: 133, 29 - 60, 01.09.2006

De Florıo Inez Hansen -

https://doi.org/10.1501/Dilder_0000000057

Abstract

Çalışmanın amacı yabancı dil öğreniminde öğrenci otonomisini sağlama ve bunun öğrenme stilleri ve öğrenme stratejileri ile olan ilişkilerini değişik bir bakış açısıyla incelemektir. Yazımın başlangıcında genel bakış itibariyle, yabancı dil öğrenmenin ve öğretmenin globalleşme süreci içerisindeki rolü (özellikle İngilizce) ele alınmıştır. Bunlara ilaveten, yabancı dil öğrenimi açısından otonominin tanımı yapılmakta ve içeriği açıklanmaktadır. Bu açıklamalarda, öğrenme sürecini yönlendiren bir öğretmen olmadan, kendi kendini yönlendirme yoluyla Türkçe öğrendiğim süreç içerisinde edindiğim tecrübeler hakkındaki örneklere yer ayrılmıştır. Sonuç olarak öğrenci otonomisi konusunda meydana getirilmiş çeşitli teoriler, bizi birey tarafından belirlenen entegre bir öğrenme modeline götürmektedir. Bunların yanında göreve dayalı yabancı dil öğrenimi açısından öğrenme stilleri ve öğrenci stratejilerine yer verdim. Çalışmamım sonunda konuşma davranışlarını (speech acts) ve öğrenme stratejilerinin bir taksonomisini sunmaktayım

Keywords

Öğrenci Otonomisi, Öğrenme Stilleri, Öğrenci Stratejileri, Kendi Kendine Öğrenme, Göreve Dayalı Öğrenme, Yabancı Dil Olarak İngilizce, Kültürlerarası Pragmatik, Konuşma Davranışları

HOW TO BECOME A SUCCESFUL LANGUAGE LEARNER LEARNER AUTONOMY, STYLES AND STRATEGIES REVISITED

Abstract

The aim of the present paper is to revisit the construct of learner autonomy and its interrelatedness with learning styles and learner strategies in the context of foreign language learning. In a brief overview the role of learning and teaching languages, especially English, is considered in the context of globalization. In the following, autonomy is defined and described drawing on examples of my own learning of Turkish. The presentation of several approaches to learner autonomy leads to an integrated model of self-directed learning. Then, I deal with styles and strategies in a task-based approach. Furthermore, a taxonomy of learner strategies for acquiring speech acts is provided

Keywords

learner autonomy, learning styles, learner strategies, self-directed learning, task-based learning, EFL, intercultural pragmatics, speech acts

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