Öğrenci Özerkliği ile Dil Öğrenme Stratejileri Arasındaki İlişki

Abstract

Kocaeli Üniversitesi’nde 4 başlangıç ve 4 orta seviyesindeki İngilizce öğrenen dil öğrencileriyle yürütülen bu nicel çalışmanın amacı öğrencilerin öğrenci özerklikleri seviyelerini ve dil öğrenme stratejileri kullanımını belirlemektir. Çalışma ayrıca öğrenci özerkliği ve dil öğrenme stratejileri kullanımı arasında anlamlı bir ilişki olup olmadığını bulmayı da hedeflemektedir. Bulgular öğrencilerin öğrenme sorumluluklarının yarısını aldığını ortaya koymuştur. Dil öğrenme stratejilerinin farkındadırlar ve bazen kullanmaktadırlar. Bu sonuç öğrenme süreçleri üzerinde sıkı bir kontrol sağlayamadıklarını göstermektedir. Veriler doğrultusunda, öğrenci özerkliği ve dil öğrenme stratejileri arasında bir ilişki olduğu saptanmıştır; buna göre, öğrenci ne kadar özerk olursa dil öğrenme sürecinde karşılaştığı sorunlarla baş etmek için o kadar dil öğrenme stratejisi kullanmaktadır

Keywords

• Öğrenci Özerkliği, Dil Öğrenme Stratejileri, Strateji Kullanımı, Dil Öğrenme Süreci, Dil Öğrenme Yeterliliği

The Relationship between Learner Autonomy and Language Learning Strategies

Abstract

This quantitative study is conducted at Kocaeli University English Preparatory School, Turkey with four B beginner/ elementary and four A pre-intermediate/ intermediate level classes to identify the level of students’ learner autonomy and their use of language learning strategies. It also aims to find out whether there is a relationship between their learner autonomy and strategy use. Findings indicate that students take half of the responsibility of their own learning. They are aware of the language learning strategies and sometimes use them; thus, they do not have strong control over their learning process. The data also shows that there is a relation between learner autonomy and language learning strategy use; the more the students autonomous are the more language learning strategies they employ to cope with the difficulties they face in their language learning process

Keywords

• Learner Autonomy, Language Learning Strategies, Strategy Use, Language Learning Process, Language Learning Proficiency

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