Yabancı dil öğrenenler için dil öğrenme stratejileri (SILL): Gagavuzya örneği

Öz

Yabancı Dil olarak İngilizce (EFL) okuyan öğrencilerle ilgili öğrenme stratejileri ve kullanımları dikkat çekiyor. Bu öğrenciler, çeşitli çözümleme araçları ve yöntemleri kullanılarak 35 yıldan fazla bir süredir araştırılıyor. Bu konuyla ilgili olarak Yabancı Dil öğreniminde Stratejileri inceleme ve araştırmalar günden güne artmaktadır. Bu çalışmada, Rebecca L. Oxford’un (1980) geliştirdiği dil öğrenmede dil stratejileri geliştirme anketi kullanılmıştır. Çalışma, 2019-2020 yılları arasında Gagavuzya da bir devlet Üniversitesi, Yabancı Diller Bölümünde öğrenimlerini devam ettiren öğrencilerin katılımlarıyla sürdürülmüştür. Araştırmaya 182 kız öğrenci, 399 erkek öğrenci toplam 581 öğrenci katılmıştır. Bu araştırmada, öğrenme ve stratejilerini ortaya koymada nitel ve nicel yöntemler kullanılmıştır. Anket tamamlandıktan sonra, cinsiyet analizi altında grubun ortak stratejileri erkek ve kadın olarak belirlendi. Çalışmanın sonuçlarından, hem erkek hem de kadın yabancı dil öğrenenlerin, hafızalarını ve kelime dağarcığını artırmak için öğrenme stratejilerine büyük ölçüde güvendikleri ortaya çıkmıştır. Bununla birlikte, stratejilerin kullanım derecesi önemli ölçüde farklılık göstermektedir. Katılımcıların öğrenme stratejilerinin kullanımına yönelik tutumları da maruz kaldıkları öğrenme ortamına göre değişmektedir. Bu nedenle, dil eğitimcileri, öğrenme kapasitelerini geliştirmek için özellikle yabancı dil öğrencileri için olumlu bir öğrenme ortamı yaratmaya çalışmalıdır. Sonuç olarak, her strateji öğrenmede hayati bir rol oynadığından, bir yabancı dil öğrenirken birden çok stratejinin kullanılması gerektiğini anlamaya yardımcı olur. Etkileşim, sunum, kendini değerlendirme ve kendini değerlendirme, daha iyi bir kişilik geliştirmek için yapılması gereken temel şeylerden bazılarıdır.

Anahtar Kelimeler

• Dil öğrenme stratejileri
• yabanci dil öğrenme
• dil öğretimi

Language learning strategies (SILL) for foreign langauge learners: A sample from Gagavuzia

Abstract

Learning strategies and their usage arebrought under notice when studying about learners who study English as a Foreign Language (EFL). The learning strategies have been investigated for more than 35 years using various elicitation tools and methods. The objective of this study is to identify the learning practices of students who are learning their second languages at Foreign languages and Culture Faculty in State University in Gagavuzia in the academic year 2019-2020 concerning the use of learning strategy inventory.The survey plays a significant role in helping educators to check the learners' awareness of the subject under discussion. A quantitative study was conducted at Foreign languages Department in Komrat State University in Gagavuzia in the academic year 2019-2020 to examine and weigh the use of Strategy Inventory for Language Learning,(Oxford;1990). 581(182 female 399 male) students answered the questionnaire. After the questionnaire was completed, the common strategies of the group were identified as male and female under analysing gender. From the results of the study, it is clear that the foreign language learners both male and female, heavily rely on the learning strategies to boost their memory and mastery of vocabularies. However, the degree of use of the strategies significantly differs. The participants' attitudes towards the use of SILL learning strategies also vary based on the learning environment that they are exposed to. As such, SL educators should try to create a positive learning environment, especially for SL students, to enhance their learning capacities.

Keywords

• Language learning strategies
• foreign language learning
• language teaching

References

1. Alhaysony, M. (2017). Language learning strategies use by Saudi EFL students: The effect of duration of English language study and gender. Theory and Practice in Language Studies, 7(1), 18-28.
2. Alnujaidi, S. (2017). Factors influencing college level EFL students’ language learning strategies in Saudi Arabia. International Journal of English and Linguistics, 7(1), 69-84. Amerstorfer, C. M. (2018). Past its expiry date? The SILL in modern mixed-methods strategy research. Studies in Second Language Learning and Teaching, 8(2), 497-523.
3. Büyüköztürk. Ş. (2006). Sosyal bilimler için veri analizi el kitabı, Ankara: Pegem publishing.
4. Chang, C. H. (2018). Foreign Language Learning Strategy Use Profile of University Students in Taiwan and Japan. Electronic Journal of Foreign Language Teaching, 15(2).
5. Chuin, T. K., & Kaur, S. (2015). Types of language learning strategies used by tertiary english majors. Teflin Journal, 26(1), 17-35.
6. Dmitrenko, V. (2017). Language learning strategies of multilingual adults learning additional languages. International Journal of Multilingualism, 14(1), 6-22.
7. Duvernay, N. Y., & You, S. H. (2018). Gender and Strategy Frame Shift in Collaborative Group Discussions for Korean EFL Learners. 응용언어학, 34(3), 169-192.
8. Gavriilidou, Z., &Mitits, L. (2016). Adaptation of the Strategy Inventory for Language Learning (SILL) for students aged 12-15 into Greek: Developing an adaptation protocol. Selected papers on theoretical and applied linguistics, 21, 588-601.

9. Gavriilidou, Z., &Mitits, L. (2016). Adaptation of the Strategy Inventory for Language Learning (SILL) for students aged 12-15 into Greek: Developing an adaptation protocol. Selected papers on theoretical and applied linguistics, 21, 588-601.
10. Hajar, A. (2019). A Critical Review of Research on Language Learning Strategies Used by Arab Learners of English.
11. Hakan, K., Aydin, B., & Bulent, A. (2015). An investigation of undergraduates’ language learning strategies. Procedia-Social and Behavioral Sciences, 197, 1348-1354.
12. Iamudom, T., &Tangkiengsirisin, S. (2020). A Comparison Study of Learner Autonomy and Language Learning Strategies among Thai EFL Learners. International Journal of Instruction, 13(2).
13. Isemonger, I. (2016). A confirmatory approach to the structural validity of scores generated by the Strategy Inventory for Language Learning (SILL).
14. Kamalizad, J., & Samuel, M. (2018). Cross context role of language proficiency in learners’ use of language learning strategies. MOJES: Malaysian Online Journal of Educational Sciences, 3(1), 1-13.
15. Kazamia V. (2003). Language learning strategies of Greek adult learners of English. Unpublished doctoral dissertation. The University of Leeds, United Kingdom.
16. Marina, M. (2017). Language Learning Strategy of Students in Intensive English Language Institute (IELI) of Flinders University. Englisia Journal, 4(2), 66-78.
17. Naidu, R., & Kumar, C. (2018). Gender differences in the use of language learning strategies among ESL students (Doctoral dissertation, University of Malaya).
18. Omar, A.,&Kussin, H. (2017). Language learning strategies customary: learners and teachers approach and notion. AJELP: The Asian Journal of English Language and Pedagogy, 5(1), 1-10.
19. Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.
20. Psaltou-Joycey, A., Agathopoulou, E., Petrogiannis, K., &Gavriilidou, Z. (2017). Teachers’ and learners’ reported language learning strategy use: how do they match. Language Learning Strategies: Theoretical Issues and Applied Perspectives, 71-95.
21. Saks, K., &Leijen, Ä. (2018). Adapting the SILL to measure Estonian learners’ language learning strategies: the development of an alternative model. The Language Learning Journal, 46(5), 634-646.
22. Zaker, A. (2015). EFL learners’ language learning strategies and autonomous learning: Which one is a better predictor of L2 skills. Journal of Applied Linguistics-Dubai, 1(1), 27-39.
23. Zarrabi, F. (2020). Investigating the Relationship between Learning Style and Metacognitive Listening Awareness. International Journal of Listening, 34(1), 21