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Öğrenci Özerkliği ile Dil Öğrenme Stratejileri Arasındaki İlişki

Year 2017, Volume: 5 Issue: 1, 114 - 125, 20.06.2017

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

References

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The Relationship between Learner Autonomy and Language Learning Strategies

Year 2017, Volume: 5 Issue: 1, 114 - 125, 20.06.2017

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

References

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  • Algan, N. (2006). The language learning strategies used by the university preparatory students and the instructors` awareness of their students` use of these strategies. Published MA Thesis, Marmara University, English Language Teaching Department.
  • Alparda, Ç. (2010). The role of learner training in the effectiveness of CALL. Published MA Thesis, Bilkent University, English Language Teaching Department.
  • Alptekin, C. (2007). Foreign Language Learning Strategy Choice: Naturalistic versus Instructed Language Acquisition. Journal of Theory and Practice in Education, 3 (1): 4-11.
  • Aslan, O. (2009). The role of gender and language learning strategies in learning English. Published MA Thesis, Middle East Technical University, English Language Teaching Department.
  • Aydemir, U. V. (2007). Effects of the instruction of language learning strategies on students’ achievement in English teaching. Published MA Thesis, Uludağ University, English Language Teaching Department.
  • Balkır, N. (2007). An investigation into the effects of learner training and awareness building activities on learners' perceptions of responsibility in learning English. Published MA Thesis, Çanakkale Onsekiz Mart University, English Language Teaching Department.
  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.
  • Bares, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin.
  • Bekleyen, N. (2005). İngilizce Öğretmen Adaylarının Dil Öğrenme Stratejileri Kullanımı. Retrieved on 28th July 2013, from http://www.academia.edu/487258/INGILIZCE_OGRETMEN_ADAYLARININ _DIL_OGRENME_STRATEJILERI_KULLANIMI
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  • Benson, P. (2003). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (pp. 289-308). McGraw Hill: New York.
  • Berger, P. & Luckman, T., (1971). Social construction of reality. Penguin University Books: London.
  • Biggs, J.B. (1991). Teaching for Better Learning. Legal Education Review, 8; (1990- 91) 2 (1). Retrieved on 28th July 2013, from http://heinonline.org/HOL/LandingPage?collection=journals&handle=hein.journals legedr2&div=12&id=&page=
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  • Cephe, P. T. & Yeşilbursa, A. A. (2006). Language Learning Strategies of Turkish University EFL Students. Education and Science, 31(139), 80-85.
  • Cesur, M. O. (2008). A model explaining and predicting the relationship between university prep class students' language learning strategies, learning styles and academic success in foreign language. Published PhD Thesis, Yıldız Technical University, Educational Sciences Institute.
  • Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students‟ attitudes and behaviours. Evaluation and Research in Education, 16 (1), 1-18.
  • Çoban, Z. (2002). Attitudes Towards Learner Autonomy in Gazi University and Yıldız Teknik University. Paper presented at the International INGED Conference on Interchanges and Exchanges: Current Trends in ELT, Metu, Ankara, Turkey.
  • Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? IRAL, 41(4), 279–291.
  • Cohen, A. D., (1992). The role of learner strategy training in ELT methodology. In A. Wongsothorn et al. (eds.), Explorations and innovations in ELT methodology. Bangkok, Thailand: Chulalongkorn University Language Institute, 1992.
  • Corno, L. & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18,88-08.
  • Cotterall, S. (1995). Developing a course strategy for learner autonomy. English Language Teaching Journal, 49(3), 219-227.
  • Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54 (2), 09-117.
  • Dafei, D. (2007). An exploration of the relationship between learner autonomy and English Proficiency. Professional Teaching Articles
  • Dakin, J. (1973). The language laboratory and modern language teaching.
  • Dam, L. (1990). Learner Autonomy in Practice: An experiment in learning and teaching. Autonomy in Language Learning. I. Gathercole (Ed). Great Britain. Centre for Information on Language Teaching and Research.
  • Dam, L. (1995). Learner Autonomy 3: From theory to classroom practice, Dublin, Authentik.
  • Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behavior. Plenium Press.: New York.
  • Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
  • Dickinson, L. (1992). Talking shop: Aspects of autonomous learning, An interview with Leslie Dickinson. ELT Journal, 47 (1), 330-341.
  • Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165-174.
  • Doyal, L. & Gough, I. (1991). A theory of human need, Macmillan.
  • Döner, A. (2005). Adult language learners` attitudes to the strategy training on vocabulary and reading in the classroom. Published Master’s, thesis, Uludağ University, English Language Teaching Department.
  • Durgun, G. (2010). Effects of explicit metacognitive strategy training on reading comprehension, attitudes towards reading and strategy awareness, Karadeniz Technical University, Western Linguistics and Literature.
  • Ehrman, M.E. & Oxford, R.L., 1991. Affective Survey. Unpublished manuscript.
  • Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
  • Eriksson, R. (1993). Teaching language learning: Inservice training for communicative teaching and self- directed learning in English as a foreign languageç Goteborg Studies in Educational Sciences 92. Acta Universitatis Gothoburgensis, Goteborg: Sweden.
  • Esch, E. (1996). Promoting learner autonomy: Criteria for the selection of appropriate methods. In R. Pemberton, S.L.
  • Edward, W.W.F. Or, and H.D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 35-48). Hong Kong: Hong Kong University Press.
  • Entwistle, N.J (1981). Styles of learning and teaching: An integrated outline of Educational psychology for students, teachers and lecturers. Chichester: Wiley.
  • Faerch, M. & Kasper, G. (1983). Strategies in Interlanguage Communication. London: Longman. Gagné, R.M. (1977). Conditions of Learning, Holt, Rinehart and Winston. New York.
  • Gardner, D. & Miller, L. (1999). Establishing Self Access: From Theory to Practice. Cambridge: Cambridge University Press.
  • Gökgöz, B. (2010). An investigation of learner autonomy and strategies for coping with speaking problems in relation to success in English speaking classes. Published MA Thesis, Middle East Technical University, English Language Teaching Department.
  • Gremmo, M.J. and Riley, P. (1995). Autonomy, self-direction and self access in language teaching and learning: The history of an idea. System, 23, (2), 151-164.
  • Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367- 383.
  • Harri- Augstein, S. & Thomas, L.F. (1979) Self-organised learning and the relativity of knowing: towards a conversational methodology. In P.Stringer and D. Bannister (eds ). Constructs of Sociality and Individuality.Academic Press, London, 115-132.
  • Haliday, M.A.K. (1978). Language as social semiotic: the social interpretation of language and meaning. Edward Arnold: Sydney.
  • Harding-Esch, E. (Ed.). (1976). Self-directed learning and autonomy. Cambridge: Department of Linguistics, University of Cambridge.
  • Holec, H. (1979) Autonomy and Foreign Language Learning. Strasbourg, France: Council for Cultural Cooperation.
  • Holec, H. (1980). Autonomy and foreign language learning. Nancy: Centre de Recherches et d'Applications Pedagogiques en Langues. Council of Europe.
  • Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
  • Holec, H. (1985). On autonomy: some elementary concepts. In P. Riley (Ed.), Discourse and learning (pp. 173-90). Longman: London.
  • Holec, H. (1987). The learner as manager: managing learning or managing to learn? In A. Wenden & J. Rubin (Eds.). Learner strategies in Cambridge: Prentice-Hall.
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There are 107 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Nuray Okumuş Ceylan This is me

Publication Date June 20, 2017
Published in Issue Year 2017 Volume: 5 Issue: 1

Cite

APA Okumuş Ceylan, N. (2017). The Relationship between Learner Autonomy and Language Learning Strategies. Karaelmas Eğitim Bilimleri Dergisi, 5(1), 114-125.