Almanca Öğretmen Adaylarının Almanca Öğrenme Özerkliğine Hazır Olma Durumlarının Tespitine Yönelik Ölçek Geliştirme Çalışması

Year 2021, , 145 - 166, 30.06.2021

Yunus Emre Sarı

https://doi.org/10.37583/diyalog.958481

Abstract

Günümüzde öğrenen özerkliği, eğitim süreçlerinin planlanmasında önemli bir pedagojik kavram olarak kabul edilmektedir. Yabancı diller alanında Avrupa Dilleri Ortak Çerçeve Programı ve Milli Eğitim Bakanlığı tarafından dil öğrenme özerkliği desteklenmekte ve önemli bir eğitim hedefi olarak görülmektedir. Öğrenen özerkliği son yıllarda yabancı dil eğitimi alanında önemli bir kavram olmakla beraber yeni tip korona virüsünün sebep olduğu sonrasında yüz yüze eğitimin çevrimiçi eğitime dönülmesi ile daha çok tartışılan ve önemsenen bir kavram olma yolundadır. Yabancı dil öğretiminde öğrenen özerkliğini geliştirmek için, birçok araştırmacı özellikle geçerli ve güvenilir ölçme araçlarına olan ihtiyacı vurgulamaktadır. Literatürdeki çalışmalar incelendiğinde Almanca Öğrenme Özerkliğini ölçen bir ölçeğin olmadığı tespit edilmiştir. Bu gereksinimi yerine getirmek için, bu çalışmada, Alman Dili Eğitimi Bölümü öğrencilerinin özerk öğrenmeye hazır olma durumlarını tespit etmek amacıyla yeni bir ölçeğin geliştirilmesi hedeflenmiştir. Araştırma sorularından yola çıkarak oluşturulan araştırma modeli nicel araştırma yöntemlerine dayanmaktadır. Madde havuzunun oluşturulması için nitel verilerden de yararlanılmıştır. Açımlayıcı faktör analizi (n = 459) sonucunda 21 maddeye sahip ve 4 boyutlu bir yapı elde edilmiştir. Doğrulayıcı faktör analizi (n = 451) sonrasında 2 maddenin yapıyla uygunsuz olduğu sonucuna varılmış ve bu maddeler ölçekten çıkartılmışlardır. Sonuç olarak, toplam varyansın % 48.65’ini açıklayan ölçeğin son versiyonu “taktikler”, “stratejiler”, “sorumluluk algısı”, “tutum ve motivasyon” olmak üzere dört alt boyut ve 19 maddeden oluşmaktadır. Yapılan analizde ölçek geneli Cronbach Alpha ortalama değerinin 0.850 olduğu tespit edilmiştir. Elde edilen bulgulardan yola çıkarak geliştirilen ölçeğin geçerli ve güvenilir bir veri toplama aracı olduğu sonucuna varılmıştır.

Keywords

Ölçek geliştirme, Öğrenci özerkliği, Almanca öğrenme özerkliği, Alman Dili Eğitimi, Yabancı Dil Eğitimi

Determining the Readiness of German Language Teacher Candidates to Learner Autonomy in Learning German: A Scale Development Study

Abstract

Learner autonomy has been considered as a crucial pedagogical concept in the planning of educational processes. In order to improve learner autonomy in foreign language teaching, many researchers particularly emphasize the need for valid and reliable measurement tools. When the studies in the literature were examined, it was determined that there was no scale measuring German Learning Autonomy. In this respect, it was aimed to determine the readiness of German Language Education Department students for autonomous learning and to develop a scale. The research is a scale development study and therefore it is based on quantitative research techniques. Item and factor analyses were carried out with the data collected from teacher candidates studying in 4 different German Language Education Departments at various universities. Regarding the exploratory factor analysis (n = 459), a 21-item and 4-factor structure that explains 48.65% of the total variance was obtained. In the confirmatory factor analysis (n = 451), 2 items were found to be discordant. The final version of the scale consists of 19 items and 4 sub-dimensions: "tactics", "strategies", " sense of responsibility" and "attitude and motivation". Based on the relevant literature, it was concluded that the sub-dimensions and items of the scale were included and supported in the literature. The Cronbach Alpha mean value of the scale was found to be 0.850 in the analysis performed in CFA. As a result, it was determined that the developed scale could be used to measure the readiness of German teacher candidates for German learning autonomy.

Keywords

Scale development, learner autonomy, Learner Autonomy in Learning German, German language and education, foreign language teaching

References

• Benson, Phil (2001): Autonomy in language learning. Harlow: Longman.
• Benson, Phil (2007): Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40.
• Benson, Phil (2011): Teaching and Researching: Autonomy in Language Learning (Applied Linguistics in Action). Great Britain: Taylor and Francis. Kindle Edition.
• Carlson, Kevin D./ Herdman, Andrew O. (2012): Understanding the impact of convergent validity on research results. Organizational Research Methods 15.(1), 17-32.
• Chan Victoria (2001): Readiness for Learner Autonomy: What do our learners tell us?, Teaching in Higher Education, 6:4, 505-518.
• Costello, Anna B./ Osborne, Jason (2005): Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical assessment, research, and evaluation, 10(1), 7.
• Chan, Victoria (2001): Readiness for Learner Autonomy: What do our learners tell us? Teaching in Higher Education, 6:4, 505-518.
• Chrissou, Marios (2010): Technologiegestützte Lernwerkzeuge im konstruktivistisch orientierten Fremdsprachenunterricht. Zum Lernpotenzial von Autoren-und Konkordanzsoftware. Hamburg: Dr. Kovač.
• Clark, Lee Anna/ Watson, David (2016): Constructing validity: Basic issues in objective scale development. In: Methodological issues and strategies in clinical research. (Ed.). A. E. Kazdin, American Psychological Association, 187–203.
• Cohen, Jacob (1988): Statistical power analysis for the behavioral sciences (2nd ed). Hillsdale, N.J: L. Erlbaum Associates.
• Collins, Allan/ Halverson, Richard (2010): The second educational revolution: Rethinking education in the age of technology. Journal of computer assisted learning, 26(1), 18-27.
• Cotterall, Sara (1995): Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195–205.
• DeVellis, Robert F. (2017): Ölçek geliştirme kuram ve uygulamaları (Tarık Totan, Çev.). 3. Baskı, Ankara: Nobel Yayıncılık (Orjinal baskı, 2012).
• Dickinson, Leslie (1987): Self-Instruction in Language Learning. Cambridge: Cambridge University Press.
• Erkuş, Adnan (2010): Psikometrik terimlerin Türkçe karşılıklarının anlamları ile yapılan işlemlerin uyuşmazlığ. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(2), 72-77.
• Field, Andy (2009): Discovering Statistics Using SPSS, 3. Baskı, London: Sage Paplications.
• Gardner, David/ Miller, Lindsay (1999): Establishing self-access: From theory to practice. Cambridge, UK: Cambridge University Press.
• Güneş, Firdevs (2010). Eğitimde yapılandırmacı yaklaşımla gelen yenilikler. Eğitime Bakış Dergisi, Ocak-Şubat-Mart, 16, 3–10.
• Hildt, Elisabeth (2004): Autonomie. Von den Implikationen eines politisch-moralischen Ideals in Humangenetik und Neurowissenschaften. Jahrbuch für christliche Sozialwissenschaften, 45, 37-60.
• Hinkin, Timothy (1998): A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods, 1(1), 104-124.
• Holec, Henri (1980): Autonomy and Foreign Language Learning. Strasbourg: Council for Cultural Co-operation of the Council of Europe.
• Holec Henri (1981): Autonomy and Foreign Language Learning. Strasbourg, Council of Europe.
• Hu, Li-tze/ Bentler, Peter M. (1999): Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
• Hurd, Stella (2005): Autonomy and the distance language learner. Holmberg, Boerje; Shelley, Monica and White, Cynthia (ed.), Distance education and languages: evolution and change. New perspectives on language and Education (s.1–19). Clevedon, UK: Multilingual Matters.
• Kurt, Erdoğan (2016): Lise öğrencilerinin ingilizce öğrenme özerklik algılarının duyuşsal faktörlerce yordanma durumu. (Yayınlanmamış yüksek lisans tezi). Osmangazi Üniversitesi, Eskişehir.
• Lenz, Peter (2002): Das Europäische Sprachenportfolio Schweizerische Version für Jugendliche und Erwachsene. Http://www.kvnet.ch/public/upload/assets/717/information_sprachenportfolio.pdf (Erişim tarihi: 01.06.2019).
• Lin, Lilan/ Reinders, Hayo (2017): Assessing Learner Autonomy: Development and Validation of a Localized Scale. Reinders H., Nunan D., Zou B. (ed.) Innovation in Language Learning and Teaching. New Language Learning and Teaching Environments. Palgrave Macmillan (307-328), London.
• Little, David (1991): Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik.
• Little, David (1995): Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
• Little, David (1996): The politics of learner autonomy. Learning Learning, 2(4), 7-10.
• Little, David (2007): Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning & Teaching, 1(1), 14–29.
• Little, David (2009): Language learner autonomy and the European Language Portfolio: Two L2 English examples. Language Teaching. 42, 222-233.
• Littlejohn, Andrew Peter (1983): Increasing learner involvement in course management. Tesol Quarterly, 17(4), 595-608.
• Littlewood, William (1996): “Autonomy”: An anatomy and a framework. System, 24(4), 427-435.
• Littlewood, William (1999): Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94.
• Madran, Figen (2020): Lise Öğrencilerinin Almanca Öğrenmede Özerk Öğrenme Düzeylerinin, Motivasyonlarının ve Öğrenme Stillerinin İncelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Aydin: Aydın Adnan Menderes Üniversitesi Eğitim Bilimleri Anabilim Dalı Eğitim Programları.
• Nunan, David (1996): Towards autonomous learning: some theoretical, empirical and practical issues. In: Taking Control: Autonomy in Language Learning. (Ed.). Richard Pemberton, Edward S.L. Li, Winnie W.F, Hong Kong: Hong Kong University Press, 13-26.
• Nunan, David (1997): Designing and adapting materials to encourage learner autonomy. In: P. Benson & P. Voller (ed). Autonomy and Independence in Language Learning. London: Longma, 192–203.
• Nunan, David (2003): Nine steps to learner autonomy. Symposium, Vol. 2003, 193-204.
• Nunnally, Jum C./ Bernstein, Ira H. (1994): Psychometric theory (3rd ed.). New York: McGrawHill.
• Oxford, Rebeca (1990): Language learning strategies: What every teacher should know. New York, NY: Newbury House Publishers.
• Politzer, Robert L./ McGroarty, Mary (1985): An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. Tesol Quarterly, 19(1), 103-123.
• Preacher, Kristopher J./ MacCallum, Robert C. (2003): Repairing Tom Swift's electric factor analysis machine. Understanding statistics: Statistical issues in psychology, education, and the social sciences, 2(1), 13-43.
• Raya, Manuel Jimenez (2014): Lehrerautonomie: Auf dem Weg zu Freiheit und Eigenverantwortung. Jahrbuch Deutsch als Fremdsprache, 40 (2014), 147–162.
• Reinders, Hayo (2010): Towards A Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills. Australian Journal of Teacher Education, Vol 35, 5, August 2010, 40-55.
• Rubin, Joan (1975): What the good language learner can teach us. TESOL Quarterly, 41-51.
• Schmitt, Thomas A. (2011): Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment. 29.4, 304-321.
• Schunk, Dale H./ Zimmerman, Barry J. (1998): Self-regulated Learning: from Teaching to Self-reflective Practice. New York: Guilford Press.
• Stern, Hans Heinrich (1975): What can we learn from the good language learner? Canadian Modern Language Review, 34, 304-318.
• Süğümlü, Üzeyir (2017): Öğrenci Özerkliği Üzerine Kuramsal Bir Çalışma. International Journal of Languages’ Education and Teaching, 5 (1), 690-708.
• Tabachnick, Barbara. G./ Fidell, Linda S. (2007): Using Multivariate Statistics. Pearson, Boston.
• Tabachnick, Barbara. G./ Fidell, Linda S. (2013): Using multivariate statistics (6. bs.). Needham Heights, MA: Allyn ve Bacon.
• Tassinari, Maria. G. (2010): Autonomes Fremdsprachenlernen: Komponenten, Kompetenzen, Strategien. Deutschland: Peter Lang.
• Tavşancıl, Ezel (2002): Tutumların Ölçülmesi ve SPSS İle Veri Analizi. Ankara: Nobel Yayıncılık.
• Weinstein, Claire Ellen/ Acee, Taylor W./ Jung, JaeHak/ Dearman, Jeremy K. (2011): Strategic and self-regulated learning for the 21st century: The merging of skill, will and self-regulation. Morrison B. (eds), Independent language learning: Building on experience, seeking new perspectives Hong Kong (S.41-54). Hong Kong: University Press, HK. Worthington, Roger L./ Whittaker, Tiffany A. (2006): Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838.