Kelime öğreniminde öğrenen özerkliğinin rolü

Abstract

Yabancı dil öğreniminde kelime gelişimi önemli noktalardan biridir. Diğer bir deyişle kelime sadece üretici beceriler için değil alıcı beceriler için de gereklidir. Bu yüzden, öğrenciler sınıf dışında da kelime öğrenimine devam etmelilerdir. Kelime çalışırken öğrenciler kendi çalışmalarını planlamak, öğrenmek ve kendilerini gözlemlemek zorundadırlar. Bunu başarabilmek için, öğrenen özerkliğine sahip olmaları gereklidir. Öğrenen özerkliğinin dil öğrenmedeki etkisini göz önünde bulundurarak, bu çalışma öğrencilerin ne kadar özerk olduğunu belirlemeyi ve öğrenen özerkliğinin kelime öğrenimini nasıl etkilediğini bulmayı hedeflemiştir. Bu çalışmaya 26 hazırlık sınıfı öğrencisi katılmıştır. Veriler, öğrenen özerkliği ölçeği, bir ön kelime testi, bir son kelime testi ve bir açık uçlu öğrenci anketi ile veriler toplanmıştır. Sonuçlara göre, bütün maddelerin ortalama değerleri 3.19 (±1.021) olduğu için öğrenciler orta seviye özerk öğrenci olarak adlandırabilirler. Ancak, öğrenen özerkliği kelime öğrenimindeki değişimi istatiksel olarak anlamlı bir şekilde etkilememektedir. Öğrenen özerkliği, kelime öğrenimindeki değişimin ancak %4’nü açıklamaktadır. Bu da çok küçük bir etkidir. Daha sonraki çalışmalar için, öğrenen özerkliğini arttırmak için deneysel bir çalışma tasarlanabilir ve dil öğrenme stratejileri ve motivasyon gibi diğer bağımsız değişkenler kelime öğrenimi açısından incelenebilir.

Keywords

• Learner autonomy
• vocabulary learning
• preparatory class
• foreign language

The role of learner autonomy on vocabulary learning

Abstract

Developing vocabulary is one of the important parts in foreign language learning. In other words, vocabulary is necessary not only for productive skills but also receptive skills. Thus, students have to continue vocabulary development beyond the classroom. Students have to plan, learn and monitor themselves while they are studying vocabulary. In order to achieve it, they need to be autonomous learners. Considering the effect of learner autonomy on language learning, this study aimed to identify to what extent Turkish EFL students were autonomous and how the learner autonomy affected their vocabulary learning. 26 preparatory class students participated in this study. Data were collected via learner autonomy scale, a pre-vocabulary test, a post- vocabulary test, and students’ questionnaire with 1 open-ended question. Results showed that students could be categorized as moderately autonomous as the mean values of the items were more than 3.19 (±1.021). However, learner autonomy did not statistically significantly explain the variation in vocabulary learning. Learner autonomy explained 4% of the variation in vocabulary learning, which was a very small effect on vocabulary learning. As a suggestion for further studies, an experimental study could be designed to promote learner autonomy and language learning strategies and motivation as other independent variables could be examined in terms of vocabulary learning.

Keywords

• Learner autonomy
• vocabulary learning
• preparatory class
• foreign language

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