Türkiye’de Yabancı Dil olarak İngilizce Öğrenenlerin Üst Bilişsel Yazma Stratejileri Kullanımları: Betimsel Bir Çalışma

Year 2024, Volume: 14 Issue: 2, 240 - 249, 30.08.2024

Ümran Üstünbaş

https://doi.org/10.5961/higheredusci.1364465

Abstract

Eğitimde 21. yüzyıl becerilerinin ön plana çıkmasıyla birlikte üst bilişsel farkındalık ve ikinci yabancı dil öğrenimi ve öğretiminde yer alan kavramlar arasındaki ilişki önem kazanmıştır. Bu bağlamda, üst bilişsel farkındalık kapsamında da yer alan ve genellikle üst düzey dil yetkinliğiyle ilişkilendirilen strateji kullanımı, dil öğrenmenin ve dil becerilerinin geliştirilmesinin çok yönlü olmasından dolayı ikinci dil edinimi araştırmalarında ilgi duyulan bir konu olmuştur. Bilişsel becerilerin kullanımını ve farkındalığını gerektiren söz konusu dil becerilerinden biri yazma becerisidir. Buna göre, bu makale, amacı yabancı dil olarak İngilizce öğrenen Türk öğrencilerinin üst bilişsel yazma stratejileri kullanımlarını kavramın alt bileşenleri kapsamında araştırmak olan bir karma yöntem çalışmasını sunmaktadır. Açıklayıcı sıralı karma yöntem desenine uygun biçimde tasarlanan bu çalışmanın nicel verisi, Türkiye’de yabancı dil olarak İngilizce eğitimi almakta olan 110 üst düzey dil yetkinliğine sahip öğrenciden toplanmıştır ve yarı yapılandırılmış görüşmeler yoluyla toplanan nitel veriyle desteklenmiştir. Çalışmanın bulguları, katılımcıların üst bilişsel yazma stratejileri kullanım düzeylerinin yüksek olduğunu fakat bu düzeylerin kavramın alt bileşenleri kapsamında farklılık gösterdiğini ortaya koymuştur. Bu bulgulara dayanarak, bu makalede dil öğrenenlerin üst bilişsel farkındalık düzeylerini artırmaya yönelik birtakım önerilere yer verilmektedir.

Keywords

üst bilişsel farkındalık, ikinci yabancı dil yazma becerisi, strateji kullanımı, dil yetkinliği

EFL Learners’ Use of Metacognitive Writing Strategies in Türkiye: A Descriptive Study

Abstract

With a great emphasis on 21st century skills in education, the association between aspects involved in metacognitive awareness and second language learning and teaching has gained importance. To this end, strategy use, also part of metacognitive awareness and commonly associated with high level of language proficiency, has been an interest in second language learning research due to multi-faceted nature of learning a language and improving skills. One of those skills requiring use of cognitive skills and awareness is writing. Thus, this paper presents a mixed-methods study the aim of which is to examine Turkish English as a foreign language learners’ metacognitive writing strategy use in terms of its sub-dimensions. In line with explanatory sequential mixed-methods design, the quantitative data collected from 110 English as a foreign language learners with the upper-intermediate level of proficiency in a Turkish context were supported by the qualitative data collected through semi-structured interviews. The findings indicated that the level of these learners’ metacognitive awareness about writing strategy use was high but differed with respect to sub-categories of metacognitive awareness. Based on the findings, the paper suggests several educational implications to promote metacognitive awareness of language learners.

Keywords

metacognitive awareness, L2 writing, strategy use, language proficiency

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