İki Dilli ve Çok Dilli Öğrencilerin Kullandığı Dil Öğrenme Stratejilerinin Karşılaştırılması

Year 2014, Volume: 3 Issue: 5, 57 - 75, 01.01.2014

Hüsnüye Neşe Arslan

Abstract

Bu çalışma, Abant İzzet Baysal Üniversitesi, Bolu, Türkiye, Yabancı Diller Yüksekokulu’nda öğrenim gören öğrencilerin çok dilliliğin ve okutmanlarının anadillerinin dil öğrenme stratejilerinin kullanımı üzerindeki etkisini incelemeyi amaçlamıştır. Benzer İngilizce yeterlilik seviyelere sahip olan 70 öğrenci çalışmaya katılmıştır ve Oxford 1990 tarafından geliştirilen Dil Öğrenme Stratejileri Envanteri uygulanmıştır. Elde edilen nicel veriler betimleyici ve çıkarsamalı istatistiklerle analiz edilmiştir. Bulgular, edinilen dil sayısının dil öğrenme stratejileri, özellikle bellek ve bilişsel stratejileri üzerinde kayda değer bir etkisinin olduğunu göstermiştir. Ayrıca, bu çalışma öğrencilerin anadilini bilen ve bilmeyen okutmanlar tarafından ders verilen iki ve çok dilli öğrencilerin kullandıkları stratejileri karşılaştırmıştır. Bu karşılaştırma öğrencilerin anadilini bilmeyen okutmanların ders verdiği iki dilli öğrencilerin duyuşsal stratejileri daha sık kullandıklarını göstermiştir

Keywords

dil öğrenme stratejileri, çok dillilik, okutmaların ana dili

THE COMPARISON OF THE USE OF LANGUAGE LEARNING STRATEGIES OF BILINGUAL AND MULTILINGUAL STUDENTS

Abstract

This study aims to investigate the impact of multilingualism on the language learning strategies and the effect of instructor’s native language on the strategy use of preparatory students at Abant İzzet Baysal University, Bolu, Turkey. 70 students with similar English proficiency levels took part and the Strategy Inventory for Language Learning developed by Oxford 1990 was used. Quantitative data obtained were analyzed through descriptive and inferential statistics. The results indicated that the number of language acquired has a significant effect on the use of language learning strategies, particularly memory and cognitive strategies. Furthermore, the strategies of bilingual and multilingual learners taught by instructors who are competent in the learners’ native language and who are not are compared. This comparison showed that bilingual learners taught by instructors who are not competent in the learners’ native language use affective strategies significantly more often

Keywords

language learning strategies, multilingualism, instructors’ native language

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