Duymanın Ötesinde: İleri Düzey İngilizce Dil Öğrenenlerin Bilişsel ve Meta Bilişsel Dinleme Stratejisi Eğitimi Yolculuğu

Abstract

Özet Bu çalışmanın amacı bilişsel ve meta-bilişsel dinleme stratejisi eğitim programını (LSTP) geliştirmek ve değerlendirmek ve Türkiye'deki ileri düzey İngilizce öğrenenlerin dinleme stratejileri üzerindeki etkilerini incelemektir. Ana araştırma sorusu, LSTP'nin öğrencilerin bilişsel ve meta-bilişsel dinleme stratejilerini kullanımını artırıp artıramayacağını araştırmıştır. Umut vadeden bir pilot çalışmadan sonra, birincil çalışma, yerleşik teori metodolojisini kullanan 10 katılımcıyı içeriyordu. Veriler, ön ve son testler, öğrenci görüşmeleri, öğretim oturumlarının video kayıtları ve haftalık öğrenci günlükleri aracılığıyla toplandı. Bulgular, öğrencilerin bilişsel ve meta-bilişsel stratejileri anlama ve uygulama becerilerini önemli ölçüde geliştirdiğini, LSTP'nin dinleme becerilerini güçlendirmek için daha fazla strateji kullanımını teşvik ettiğini ortaya koydu. Program ayrıca katılımcıların bildirimsel, prosedürel ve koşullu bilgi konusundaki farkındalıklarını artırdı. Bu çalışma, yapılandırılmış strateji eğitiminin öğrencilerin etkili dinleme becerileri geliştirmelerine, özerkliği teşvik etmelerine ve dil yeterliliğini artırmalarına yardımcı olabileceğini öne sürerek İngilizce dil eğitimcileri ve müfredat tasarımcıları için pratik çıkarımlara sahiptir. Özellikle ileri düzey öğrenciler için yararlı olsa da, yaklaşım karmaşık dinleme görevleriyle karşı karşıya kalan orta düzey öğrencilere de fayda sağlayabilir. Genel olarak bu bulgular, öğrencilere çeşitli bağlamlarda aktarılabilir stratejiler kazandırarak daha kapsamlı bir dil öğrenme ortamını desteklemektedir.

Keywords

• Dinleme Stratejileri
• Bilişsel Stratejiler
• Metabilişsel Stratejiler
• Strateji Öğretimi.

Beyond Hearing: Advanced English Language Learners' Journey Through Cognitive and Metacognitive Listening Strategy Training

Abstract

Abstract This study aimed to develop and evaluate a cognitive and metacognitive listening strategy training program (LSTP) and examine its effects on the listening strategies of advanced English learners in Türkiye. The main research question explored whether the LSTP could enhance learners' use of cognitive and metacognitive listening strategies. After a promising pilot study, the primary study involved 10 participants, using grounded theory methodology. Data were collected through pre- and post-tests, student interviews, video recordings of instructional sessions, and weekly student diaries. Findings revealed that students significantly improved their understanding and application of cognitive and metacognitive strategies, with the LSTP fostering greater strategy use to strengthen listening skills. The program also heightened participants' awareness of declarative, procedural, and conditional knowledge. This study has practical implications for English language educators and curriculum designers, suggesting that structured strategy training can support learners in developing effective listening skills, promoting autonomy, and enhancing language proficiency. While particularly useful for advanced learners, the approach may also benefit intermediate students facing complex listening tasks. Overall, these findings support a more comprehensive language learning environment, equipping students with strategies transferable across varied contexts.

Keywords

• Listening Strategies
• Cognitive Strategies
• Metacognitive Strategies
• Strategy Instruction.

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