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POOR AND GOOD LEARNERS' LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE

Year 2013, Volume: 7 Issue: 1, - , 01.03.2013

Abstract

This study focuses on exploring poor and good learners’ language beliefs and their language strategy use in an attempt to see whether there is any significant relationship between the poor and good learners. This paper particularly seeks to examine to what extent language beliefs as a construct are reflected in learners’ language behavior, which consequently may provide some pedagogical implications for teachers to benefit in classroom applications. A total of 146 undergraduate subjects were involved in this descriptive study, 86 of whom were classified as “poor” and 60 as “good” Turkish adult learners of English as a foreign language in an intensive language program at undergraduate level. The data were obtained through using two questionnaires, the results of which were analyzed through SPSS version 15. The results demonstrate that good language learners significantly differed from poor learners in certain beliefs including perceptions about pronunciation, possessing special abilities and the nature of language learning. The findings indicate a possible relationship and correlation between learner beliefs and strategy use.

References

  • Alhaisoni, E. (2012). Language learning strategy use of Saudi EFL students in an intensive English learning context. Asian Social Science, 8(13), 115-127.
  • Alpaslan, Ö. (2002). The writing strategies of three freshman students at Middle East Technical University. MA Thesis. Graduate School of Economics and Social Sciences Bilkent University.
  • Altan, M. Z. (2006). Beliefs about language learning of foreign language-major university students. Australian Journal of Teacher Education, 31(2), 45-52.
  • Anderson, J. R. (1985). Cognitive psychology and its implications (2nd edition). New York: Freeman.
  • Baker, T. L. (1994). Doing social research (2nd edition). McGraw-Hill: New York.
  • Bryman, A. (1995). Quantity and quality in social research. London: Routledge.
  • Bryman, A., & Cramer, D. (1994). Quantitative data analysis for social scientists. New York: Routledge.
  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-83.
  • Bialystok, E. (1985). The compatibility of teaching and learning strategies. Applied Linguistics, 6, 255-262.
  • Cesur, M. O., & Fer, S. (2007) What is the validity and reliability study of the strategy inventory of language learning. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 49-74.
  • Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 71-84). Englewood Cliffs, New Jersey: Prentice Hall International.
  • Chamot, A. U., O’Malley, J. M., Kupper, L., & Impik-Hernandez, M. V. (1987). A study of learning strategies in foreign language instruction. Rosslyn, VA: Interstate Research Association.
  • Chen, M-L., & Hung, L-M. (2012). Personality type, perceptual style preferences and strategies for learning English as a foreign language. Social Behavior and Personality, 40(9), 1501-1510.
  • Cohen, A. D., & Macaro, E. (Eds.) (2010). Language learner strategies. Oxford University Press.
  • Davies, F. (1995). Introducing reading. London: Penguin.
  • Demirel, M. (2012). Language learning strategies of undergraduate students. Hacettepe University Journal of Education, 43, 141-153.
  • Durgun, G. (2010). Effects of explicit metacognitive strategy instruction on reading comprehension, reading attitude and reading strategy awareness. MA Thesis. Graduate School of Social Sciences. Trabzon: Karadeniz Technical University.
  • Ehrman, M. E., & Oxford, R. (1995). Cognition plus: correlate of language learning success. Modern Language Journal, 79(1), 67-89.
  • Ellis, R. (1995). The study of second language acquisition. Oxford: Oxford University Press.
  • Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency and gender. TESOL Quarterly, 29, 261-297.
  • Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383.
  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18, 333-340.
  • Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 119-132). Englewood Cliffs, New Jersey: Prentice Hall International.
  • Kayaoğlu, M. N. (1997). An investigation of the learning strategies of Turkish EFL and ESL adult learners and the relationship between their beliefs about different aspects of language learning and their strategy use. (Unpublished doctoral dissertation). University of Bristol, UK.
  • Kayaoğlu, M. N. (2011a). Exploring physics English prep students’ approach to foreign language learning. Journal of Turkish Science Education, 8(3), 3-14.
  • Kayaoğlu, M. N. (2011b). Language learning strategies: theory, practice and issues. Germany: VDM, Verlang Dr. Müller.
  • Kayaoğlu, M. N., & Özbay, A. Ş. (2009). Exploring comprehension strategies of low & high ability listeners with a focus on the effect of explicit strategy instruction. International Symposium on sustainable development. June 9. Sarajevo. International Burch University.
  • Ku, D. T., & Chang, C-S. (2011). The effect of academic discipline and gender difference on Taiwanese college students’ learning styles and strategies in web-based learning environments. The Turkish Online Journal of Educational Technology, 10(3), 2652
  • Küçük, M. (2012). The relationship between online learners’ learning styles and learning strategies. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 287-298.
  • Mayer, R. E. (1988). Learning strategies: An overview. In C. Weinstein, E. T. Goetz & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 11-24). San Diego: Academic Press.
  • Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education.
  • Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89(1), 76-91.
  • Odacı, T. (2006). The effect of explicit listening comprehension strategy training on listening comprehension strategy use and listening proficiency level [Açık dinleme anlama stratejileri eğitiminin strateji kullanımı ve dinleme anlama düzeyi üzerindeki etkisi]. Unpublished Master of Arts Thesis. Anadolu Üniversites, Eskişehir
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper and Raw.
  • Oxford, R. and Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worlwide with the ESL/EFL version of the strategy inventory for Language learning (SILL). System, 23(1), 1-23.
  • Özbilgin, A. (1993). Effects of training EFL students in metacognitive strategies for listening to academic lectures. MA Thesis. Graduate School of Economics and Social Sciences. Bilkent University.
  • Pei-Shi,W. (2012). The effect of learning styles on learning strategy use by EFL learners. Journal of Social Sciences, 8(2), 230-234.
  • Sezer, M. (1992). An investigation of language learning strategies in bilingual and EFL monolingual beginning level Turkish EFL students. MA Thesis. Graduate School of Economics and Social Sciences Bilkent University.
  • Peacock, M. (2001). Preservice ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29, 177-195.
  • Popham, W. J., & Sirotnik, K. A. (1992). Understanding statistics in education. Itasca, Illinois: F.E. Peacock Publishers.
  • Richards, J. C., & Lockhart, C. (1995). Reflective teaching in second language. Cambridge: Cambridge University Press.
  • Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41
  • Rubin, J. (1987). Learner strategies: Theoretical assumption, research history and typology. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). Englewood Cliffs, New Jersey: Prentice Hall International.
  • Skehan, P. (1991). Individual differences in second-language learning. London: Edward Arnold.
  • Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-318.
  • Teh, K. S. M., Embi, M. A., Yusoff, N. M. R. N., & Mahamod, Z. (2009). A closer look at gender and Arabic language learning strategies use. European Journal of Social Sciences, 9(3), 399-407.
  • Tercanlıoğlu, L. (2004). Exploring gender effect on adult foreign language learning strategies. Issues In Educational Research, 14(2),181-193.
  • Ünal, D., Ç., Onursal-Ayırır, İ., & Arıoğul, S. (2011). The use of foreign language learning strategies by university students learning English, German, and French. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 473-484.
  • Weiner, B. (1976). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42, 201-215.
  • Weinstein, C., & Mayer, R. (1986).The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd Edition). New York: Macmillan.
  • Wenden, A. L. (1987). Conceptual background and utility. In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 3-13). Englewood Cliffs, NJ: Prentice-Hall.
  • Williams, M., & Burden, B. (1997). Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press.
  • Yıldırım, R., & Akcayoglu, D. I. (2013). Strategy-based English language instruction: the impact on the language proficiency of young gifted learners. Education, 3–13.
  • Yıldızlar, M. (2012). A study on teacher candidates’ learning strategies. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 430-440.
  • Zare, P. (2010). An investigation into language learning strategy use and gender among Iranian undergraduate language learners. World Applied Sciences Journal, 11(10), 1238-1247.

POOR AND GOOD LEARNERS' LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE

Year 2013, Volume: 7 Issue: 1, - , 01.03.2013

Abstract

Bu çalışma, zayıf ve iyi öğrenciler arasında kayda değer bir ilişki olup olmadığını saptamak amacıyla, zayıf ve iyi öğrencilerin dil inançlarını ve onların dil stratejisi kullanımlarını keşfetmeye odaklanmaktadır. Bu çalışma özellikle bir kurgu olarak dil inançlarının ne derecede öğrencilerin dil davranışlarına yansıdığını incelemektedir ki bu sonuç olarak öğretmenlere sınıflarında yararlanabilecekleri bazı eğitimsel öneriler sunabilir. Bu betimleyici çalışmaya lisans düzeyinde yoğun bir dil programında İngilizceyi yabancı dil olarak öğrenen toplamda 146 yetişkin Türk lisans öğrencisi katılmıştır ki bunların 86’sı “zayıf” olarak ve 60’ı ise “iyi” olarak sınıflandırılmaktadır. İki anket kullanılarak veri toplanmıştır ve sonuçlar SPSS 15 kullanılarak incelenmiştir. Sonuçlar göstermektedir ki iyi dil öğrencileri zayıf öğrencilerden sesletim, özel yeteneklere sahip olma ve dil öğreniminin doğası gibi algıları da içeren belirli inançlarda anlamlı derecede farklılık göstermiştir. Bu bulgular öğrenci inançları ile strateji kullanımı arasında muhtemel bir ilişkinin ve korelasyonun olduğuna işaret etmektedir.

References

  • Alhaisoni, E. (2012). Language learning strategy use of Saudi EFL students in an intensive English learning context. Asian Social Science, 8(13), 115-127.
  • Alpaslan, Ö. (2002). The writing strategies of three freshman students at Middle East Technical University. MA Thesis. Graduate School of Economics and Social Sciences Bilkent University.
  • Altan, M. Z. (2006). Beliefs about language learning of foreign language-major university students. Australian Journal of Teacher Education, 31(2), 45-52.
  • Anderson, J. R. (1985). Cognitive psychology and its implications (2nd edition). New York: Freeman.
  • Baker, T. L. (1994). Doing social research (2nd edition). McGraw-Hill: New York.
  • Bryman, A. (1995). Quantity and quality in social research. London: Routledge.
  • Bryman, A., & Cramer, D. (1994). Quantitative data analysis for social scientists. New York: Routledge.
  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-83.
  • Bialystok, E. (1985). The compatibility of teaching and learning strategies. Applied Linguistics, 6, 255-262.
  • Cesur, M. O., & Fer, S. (2007) What is the validity and reliability study of the strategy inventory of language learning. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 49-74.
  • Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 71-84). Englewood Cliffs, New Jersey: Prentice Hall International.
  • Chamot, A. U., O’Malley, J. M., Kupper, L., & Impik-Hernandez, M. V. (1987). A study of learning strategies in foreign language instruction. Rosslyn, VA: Interstate Research Association.
  • Chen, M-L., & Hung, L-M. (2012). Personality type, perceptual style preferences and strategies for learning English as a foreign language. Social Behavior and Personality, 40(9), 1501-1510.
  • Cohen, A. D., & Macaro, E. (Eds.) (2010). Language learner strategies. Oxford University Press.
  • Davies, F. (1995). Introducing reading. London: Penguin.
  • Demirel, M. (2012). Language learning strategies of undergraduate students. Hacettepe University Journal of Education, 43, 141-153.
  • Durgun, G. (2010). Effects of explicit metacognitive strategy instruction on reading comprehension, reading attitude and reading strategy awareness. MA Thesis. Graduate School of Social Sciences. Trabzon: Karadeniz Technical University.
  • Ehrman, M. E., & Oxford, R. (1995). Cognition plus: correlate of language learning success. Modern Language Journal, 79(1), 67-89.
  • Ellis, R. (1995). The study of second language acquisition. Oxford: Oxford University Press.
  • Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency and gender. TESOL Quarterly, 29, 261-297.
  • Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383.
  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18, 333-340.
  • Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 119-132). Englewood Cliffs, New Jersey: Prentice Hall International.
  • Kayaoğlu, M. N. (1997). An investigation of the learning strategies of Turkish EFL and ESL adult learners and the relationship between their beliefs about different aspects of language learning and their strategy use. (Unpublished doctoral dissertation). University of Bristol, UK.
  • Kayaoğlu, M. N. (2011a). Exploring physics English prep students’ approach to foreign language learning. Journal of Turkish Science Education, 8(3), 3-14.
  • Kayaoğlu, M. N. (2011b). Language learning strategies: theory, practice and issues. Germany: VDM, Verlang Dr. Müller.
  • Kayaoğlu, M. N., & Özbay, A. Ş. (2009). Exploring comprehension strategies of low & high ability listeners with a focus on the effect of explicit strategy instruction. International Symposium on sustainable development. June 9. Sarajevo. International Burch University.
  • Ku, D. T., & Chang, C-S. (2011). The effect of academic discipline and gender difference on Taiwanese college students’ learning styles and strategies in web-based learning environments. The Turkish Online Journal of Educational Technology, 10(3), 2652
  • Küçük, M. (2012). The relationship between online learners’ learning styles and learning strategies. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 287-298.
  • Mayer, R. E. (1988). Learning strategies: An overview. In C. Weinstein, E. T. Goetz & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 11-24). San Diego: Academic Press.
  • Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education.
  • Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89(1), 76-91.
  • Odacı, T. (2006). The effect of explicit listening comprehension strategy training on listening comprehension strategy use and listening proficiency level [Açık dinleme anlama stratejileri eğitiminin strateji kullanımı ve dinleme anlama düzeyi üzerindeki etkisi]. Unpublished Master of Arts Thesis. Anadolu Üniversites, Eskişehir
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper and Raw.
  • Oxford, R. and Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worlwide with the ESL/EFL version of the strategy inventory for Language learning (SILL). System, 23(1), 1-23.
  • Özbilgin, A. (1993). Effects of training EFL students in metacognitive strategies for listening to academic lectures. MA Thesis. Graduate School of Economics and Social Sciences. Bilkent University.
  • Pei-Shi,W. (2012). The effect of learning styles on learning strategy use by EFL learners. Journal of Social Sciences, 8(2), 230-234.
  • Sezer, M. (1992). An investigation of language learning strategies in bilingual and EFL monolingual beginning level Turkish EFL students. MA Thesis. Graduate School of Economics and Social Sciences Bilkent University.
  • Peacock, M. (2001). Preservice ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29, 177-195.
  • Popham, W. J., & Sirotnik, K. A. (1992). Understanding statistics in education. Itasca, Illinois: F.E. Peacock Publishers.
  • Richards, J. C., & Lockhart, C. (1995). Reflective teaching in second language. Cambridge: Cambridge University Press.
  • Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41
  • Rubin, J. (1987). Learner strategies: Theoretical assumption, research history and typology. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). Englewood Cliffs, New Jersey: Prentice Hall International.
  • Skehan, P. (1991). Individual differences in second-language learning. London: Edward Arnold.
  • Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-318.
  • Teh, K. S. M., Embi, M. A., Yusoff, N. M. R. N., & Mahamod, Z. (2009). A closer look at gender and Arabic language learning strategies use. European Journal of Social Sciences, 9(3), 399-407.
  • Tercanlıoğlu, L. (2004). Exploring gender effect on adult foreign language learning strategies. Issues In Educational Research, 14(2),181-193.
  • Ünal, D., Ç., Onursal-Ayırır, İ., & Arıoğul, S. (2011). The use of foreign language learning strategies by university students learning English, German, and French. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 473-484.
  • Weiner, B. (1976). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42, 201-215.
  • Weinstein, C., & Mayer, R. (1986).The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd Edition). New York: Macmillan.
  • Wenden, A. L. (1987). Conceptual background and utility. In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 3-13). Englewood Cliffs, NJ: Prentice-Hall.
  • Williams, M., & Burden, B. (1997). Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press.
  • Yıldırım, R., & Akcayoglu, D. I. (2013). Strategy-based English language instruction: the impact on the language proficiency of young gifted learners. Education, 3–13.
  • Yıldızlar, M. (2012). A study on teacher candidates’ learning strategies. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 430-440.
  • Zare, P. (2010). An investigation into language learning strategy use and gender among Iranian undergraduate language learners. World Applied Sciences Journal, 11(10), 1238-1247.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

M. Naci Kayaoğlu This is me

Publication Date March 1, 2013
Published in Issue Year 2013 Volume: 7 Issue: 1

Cite

APA Kayaoğlu, M. N. (2013). POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE. Novitas-ROYAL (Research on Youth and Language), 7(1).
AMA Kayaoğlu MN. POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE. Novitas-ROYAL (Research on Youth and Language). March 2013;7(1).
Chicago Kayaoğlu, M. Naci. “POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE”. Novitas-ROYAL (Research on Youth and Language) 7, no. 1 (March 2013).
EndNote Kayaoğlu MN (March 1, 2013) POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE. Novitas-ROYAL (Research on Youth and Language) 7 1
IEEE M. N. Kayaoğlu, “POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE”, Novitas-ROYAL (Research on Youth and Language), vol. 7, no. 1, 2013.
ISNAD Kayaoğlu, M. Naci. “POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE”. Novitas-ROYAL (Research on Youth and Language) 7/1 (March 2013).
JAMA Kayaoğlu MN. POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE. Novitas-ROYAL (Research on Youth and Language). 2013;7.
MLA Kayaoğlu, M. Naci. “POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE”. Novitas-ROYAL (Research on Youth and Language), vol. 7, no. 1, 2013.
Vancouver Kayaoğlu MN. POOR AND GOOD LEARNERS’ LANGUAGE BELIEFS AND THEIR INFLUENCE ON THEIR LANGUAGE LEARNING STRATEGY USE. Novitas-ROYAL (Research on Youth and Language). 2013;7(1).