İngilizceyi Yabancı Dil Olarak Öğrenenlerin Üstbilişleri Üzerine Bir Betimleyici Çalışma

Abstract

Bilişin düzenlenmesi (Schraw & Dennison, 1994), bireylerin planlama ve strateji kullanımını içeren üstbilişin iki bölümünden biridir. Dil öğretiminde eleştirel düşünme veya strateji kullanımı gibi öğrencilerin bilişsel becerileri geliştirilmekte olduğundan, üst biliş aynı zamanda dil öğrenimi araştırmalarında yer alan bir konu olmaktadır (ör., Ellis, Denton & Bond, 2014; Zhang, 2001). Okuma, yabancı dil öğretiminin strateji kullanımını gerektiren bir parçasıdır ve bu nedenle öğrencilerin bilişsel becerilerini ortaya koyan çeşitli stratejiler dil sınıflarında öğretilmektedir. Buna rağmen, öğrencilerin bu stratejileri nasıl ve ne ölçüde kullandıkları hala belirsizliğini korumaktadır (Yayli, 2016). Bu nedenle, bu betimleyici çalışma, öğrencilerin okumada kullandıkları strateji kullanımını ve okuma sırasında bilişsel süreçleri araştırmayı hedeflemektedir. Çalışmanın örneklemini, Türkiye'de bir devlet üniversitesinin yabancı dil programında İngilizce öğrenen (15 üst seviye, 15 alt seviye) 30 öğrenci oluşturmaktadır. Katılımcılara beş haftalık bir uygulamada üç genel okuma stratejisi öğretilmiştir. Bu süre sonunda katılımcılara seviyelerine uygun okuma parçaları verilmiştir ve sesli-düşünme yöntemi kullanılarak katılımcıların strateji kullanımı incelenmiştir. Çalışmanın bulguları, okuma becerisinde strateji kullanımının dil yeterliliğiyle değil; iyi ya da kötü bir okuyucu olmayla ilgili olduğunu ve de stratejilerin öğretilmesinin faydalı olduğunu ortaya koymuştur.

Keywords

• İngilizceyi yabancı dil olarak öğrenenler,Üstbiliş,Okuma,Strateji kullanımı

Use of Cognitive Strategies in Reading: A Descriptive Study on EFL Learners’ Metacognition

Abstract

Regulation of cognition (Schraw & Dennison, 1994) that involves planning and strategy use of individuals is one of the two aspects of metacognition. Language programs are likely to promote learners’ cognitive skills such as thinking critically or use of strategies, thus, metacognition is also involved in second language research (eg., Ellis, Denton & Bond, 2014; Zhang, 2001). One of the language skills in which strategies are commonly used is reading, so various strategies are taught in language classes. Although reading strategies are part of instruction in language teaching, it is still unexplored how or to what extent learners use them especially in EFL setting (Yayli, 2016). Thus, this paper presents a descriptive study that explores both EFL learners’ strategy use and cognitive processes while reading. Participants of the study were 30 students (15 high level learners and 15 low-level learners) learning English at the language program of a state university in Turkey. The participants were taught three global reading strategies in a five-week study and their strategy use was examined through think-aloud protocols after presenting them reading passages appropriate for their levels. Overall, findings put forward that strategy use in reading was related to being a good or bad reader rather than language proficiency and instruction was found to play a role in these learners’ strategy use.

Keywords

• EFL learners,Metacognition,Reading,Strategy use

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