Yabancı Dil Okutmanlarının Yabancı Dil Öğreniminde Öğrenen Özerkliğine Yönelik Tutumları

Year 2015, Volume: 5 Issue: 5 - Volume: 5 Issue: 5, 587 - 606, 14.07.2016

Mustafa Özdere

Abstract

Yabancı dil öğretiminde öğrenen özerkliği, son zamanlarda sıklıkla üzerinde durulan bir konudur. Öğrenen özerkliği bireyin kendi öğrenme sürecinde sorumluluk alması, aktif ve bağımsız öğrenme becerisi kazanması şeklinde tanımlanmaktadır. Resmi eğitim kurumlarında bu yaklaşımın başarıya ulaşmasında, öğretmenlere önemli görevler düştüğüne inanılmaktadır. Öğretmenlerden öğrencileri ile eğitimleri ile alakalı bazı yönetimsel sorumlulukları paylaşmaları, yeni roller edinmeleri, öğrencileri bu yönde eğitmeleri beklenmektedir. Bu araştırmanın amacı, Niğde Üniversitesi Yabancı Diller Yüksekokulunda görev yapan yabancı dil okutmanlarının, öğrenen özerkliğine ve öğrencilerle belirli yönetimsel sorumlulukların paylaşımına yönelik tutumlarının, zaman içinde değişip değişmediği ve değişim varsa, bu değişimin yönünü ve olası sebeplerini belirlemektir. Araştırma, tarama araştırma yöntemlerinden, eğilim araştırma yöntemi ile desenlemiştir. Çalışma 25 okutmanın katılımıyla, gerçekleştirilmiştir. Veriler 5’li Likert-Ölçegi tipinde 13 sorudan oluşan bir anket aracılığıyla toplanmıştır. Bulgular, zaman içinde İngilizce okutmanlarının konuya yönelik tutumlarında, olumlu yönde bir değişim olduğunu ortaya koymaktadır. Bu olumlu yöndeki eğiliminin sebebinin fiziksel öğretim ve öğrenim çevresinin geliştirilmesi, okutmanlara sağlanan lisansüstü ve meslek-içi eğitim fırsatları, okutmanların konu ile alakalı farkındalıklarının artması, kültürel ve geleneksel olarak yabancı dil öğrenimine karşı bakış açısının değişimi olduğu düşünülmektedir.

Keywords

Öğrenen özerkliği, Yabancı dil eğitimi, Yabancı dil okutmanı.

Foreign Langauge Instructors’ Attitudes towards Learner Autonomy in Foreign Language Learning

Abstract

Learner autonomy has been a buzz word in foreign language education in the past decades. Learner autonomy can be defined as the situation in which learners accept the overall responsibility regarding their own learning. In formal learning contexts, teachers are expected to share some instructional responsibilities with students, acquire new roles and lead their students accordingly for the promotion of learner autonomy. The purpose of this study is to determine if there has been a change in the foreign language instructors’ attitudes towards learner autonomy and sharing some instructional responsibilities with their students throughout time at Niğde University. It also aims to determine the direction and the possible causes of this change. For this study, trend survey study design was employed. 25 instructors participated the study. Data for these two studies was collected by a questionnaire designed on a 5 point Likert-Scale consisting of 13 main questions. The overall results of the study indicated that foreign language instructors’ attitudes towards learner autonomy have changed within time in a positive way. The possible reasons for this change could be the development of the facilities, opportunities for professional development, increase in the awareness regarding the concept, cultural and traditional changes in attitudes towards learning a foreign language.

Keywords

Learner autonomy, Foreign language teaching, Foreign language instructors.

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