Öz
Bu çalışmanın amacı isteğe bağlı hazırlık
sınıflarında yabancı dil olarak İngilizce öğrenen öğrencilerin yazma
stratejileri ile yazma performansları arasındaki ilişkiyi araştırmaktır. Bu
amaçla Özbay (2008) tarafından geliştirilen Yazma Stratejileri Envanteri, yarı
yapılandırılmış görüşme, öğrencilerin üçüncü vize sınavı sonuçları
kullanılmıştır. Toplamda 166 öğrenci Yazma Stratejileri anketini doldurmuştur
ancak sadece 152 öğrenci üçüncü vize sınavına girmiştir. Strateji anketi ile
nicel verinin toplanmasının ardından öğrencilerin strateji envanterinden aldığı
puanlar üzerinden gerçekleştirilen uç örneklem yöntemi ile seçilen, üçüncü vize
sınavına girmiş 15 öğrenci ile yarı yapılandırılmış görüşme
gerçekleştirilmiştir. Öğrencilerin vize sınavı sonuçları ile kullandıkları yazma
stratejileri arasında anlamlı ancak zayıf bir ilişki bulunmuştur. Ancak görüşme
sonuçları öğrencilerin internet ve sözlük gibi genelde kullandıkları
stratejilerin sınav ortamı için uygun olmaması ve de sınavlarda kısıtlı bir
süreye sahip olmaları nedeniyle yazma stratejilerinden genel olarak
faydalanamadıklarını ortaya koymuştur. Ayrıca yazma stratejilerinin kullanımı
cinsiyete göre değişmemekle beraber, öz yeterlilik seviyesi yüksek olan
öğrencilerin daha çok yazma stratejisi kullandığı ortaya çıkmıştır.
Anahtar Kelimeler
Kaynakça
- Bai, R., Hu, G. & Gu, P. Y. (2014). The relationship between use of writing strategies and English proficiency in Singapore primary schools. The Asia-Pacific Education Researcher, 23 (3), 355-365. Chen, Y. (2011). Study of the Writing Strategies Used by Chinese Non-English Majors. Theory and Practice in Language Studies, 1(3), 245-251. doi:10.4304/tpls.1.3.245-251. Cohen, L., Manion L. & Morrison, K. (2007). Research Methods in Education. (6th ed.). London and New York: Routledge. Creswell, J. W. (2012). Educational research Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA Pearson. Gordon, L. (2008). Writing and Good Language Learners. In C. Griffiths (Ed.). Lessons from Good Language Learner (pp. 244-254). Cambridge University Press. Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383, DOI: 10.1016/S0346-251X(03)00048-4. Hayland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press. Hinkel, E. (2011). What research on second language writing tells us what it doesn’t. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning Volume 2 (pp.523-538). New York: Routledge, Taylor & Francis. Liu, G. (2015). Investigating the English Writing Strategies Used by Chinese Senior High School Students. Theory and Practice in Language Studies, 5(4), 844-850. DOI: http://dx.doi.org/10.17507/tpls.0504.21 Manchon, R. M. (2012). Multiple Perspective in the Study of L2 Writing Development: An Introduction. In R. M. Manchon (Ed.) L2 Writing Development: Multiple Perspectives (pp. 1-16). Boston: De Gruyter Mouton. Manchon, R. M., Larios, J. R. & Murphy, L. (2007). A Review of Writing Strategies: Focus on Conceptualizations and Impact of First Language. In E. Macaro and A. Cohen (Eds.), Language Learner Strategies: 30 Years of Research and Practice (pp. 229-249). Oxford, UK, Oxford University Press. Mutar, Q. M. & Nimehchisalem, V. (2017). The Effect of Gender and Proficiency Level on Writing Strategy Use among Iraqi High School Students. Arab World English Journal, 8(2). DOI: https://dx.doi.org/10.24093/awej/vol8no2.12 Özbay, A. (2008). Yabancı Dilde Bilgilendirici Yazma Alanında Öz Düzenleme Becerilerinin Kullanımı ve Başarı arasındaki İlişki. Unpublished PhD Thesis, Hacettepe University, Ankara. Raoofi, S., Binandeh, M. & Rahmani, S. (2017). An Investigation into Writing Strategies and Writing Proficiency of University Students. Journal of Language Teaching and Research, 8(1), 191-198. DOI: http://dx.doi.org/10.17507/jltr.0801.24. Tabachnick, B. G. & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.) Pearson, Boston. Takeuchi, O., Griffiths, C. & Coyle, D. (2007). Applying strategies to context: the role of individual, situational and group differences. In E. Macaro and A. Cohen (Eds.), Language Learner Strategies: 30 Years of Research and Practice (pp. 69-92). Oxford, UK, Oxford University Press. Weigle, S. C. (2005). Second language writing expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 128-149). Basingstoke, New York, NY: Palgrave Macmillan. Zimmerman B.J. & Risemberg R. (1997) Research for the Future. Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22, 73-101.
Öz
The aim of the study is to investigate the
relationship between EFL learners’ writing performance and their use of writing
strategies in the context of voluntary-based English Preparatory School. To do
this, Writing Strategy Inventory developed by Özbay (2008), semi-structured
interviews and students’ writing grades of their 3rd midterm exam were used.
Writing Strategy Inventory was delivered to 166 students; however, only 152
students took the midterm exam. Following the quantitative data collection
procedure, semi-structured interviews were carried out with 15 students chosen
via extreme case sampling method based on the students’ scores on the Writing
Strategy Inventory. The results show that there is a significant but a low
correlation between students’ writing strategy use and their midterm results.
However, during the interviews, students state that they can’t use the writing
strategies during the exams because of limited time for the writing part or
just because the strategies such as searching the topic on the internet and
looking up dictionaries they generally use are not appropriate for the exams.
Furthermore, the use of writing strategies does not differ according to gender;
on the other hand, students with higher self-proficiency level use more writing
strategies.
Anahtar Kelimeler
Kaynakça
- Bai, R., Hu, G. & Gu, P. Y. (2014). The relationship between use of writing strategies and English proficiency in Singapore primary schools. The Asia-Pacific Education Researcher, 23 (3), 355-365. Chen, Y. (2011). Study of the Writing Strategies Used by Chinese Non-English Majors. Theory and Practice in Language Studies, 1(3), 245-251. doi:10.4304/tpls.1.3.245-251. Cohen, L., Manion L. & Morrison, K. (2007). Research Methods in Education. (6th ed.). London and New York: Routledge. Creswell, J. W. (2012). Educational research Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA Pearson. Gordon, L. (2008). Writing and Good Language Learners. In C. Griffiths (Ed.). Lessons from Good Language Learner (pp. 244-254). Cambridge University Press. Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383, DOI: 10.1016/S0346-251X(03)00048-4. Hayland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press. Hinkel, E. (2011). What research on second language writing tells us what it doesn’t. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning Volume 2 (pp.523-538). New York: Routledge, Taylor & Francis. Liu, G. (2015). Investigating the English Writing Strategies Used by Chinese Senior High School Students. Theory and Practice in Language Studies, 5(4), 844-850. DOI: http://dx.doi.org/10.17507/tpls.0504.21 Manchon, R. M. (2012). Multiple Perspective in the Study of L2 Writing Development: An Introduction. In R. M. Manchon (Ed.) L2 Writing Development: Multiple Perspectives (pp. 1-16). Boston: De Gruyter Mouton. Manchon, R. M., Larios, J. R. & Murphy, L. (2007). A Review of Writing Strategies: Focus on Conceptualizations and Impact of First Language. In E. Macaro and A. Cohen (Eds.), Language Learner Strategies: 30 Years of Research and Practice (pp. 229-249). Oxford, UK, Oxford University Press. Mutar, Q. M. & Nimehchisalem, V. (2017). The Effect of Gender and Proficiency Level on Writing Strategy Use among Iraqi High School Students. Arab World English Journal, 8(2). DOI: https://dx.doi.org/10.24093/awej/vol8no2.12 Özbay, A. (2008). Yabancı Dilde Bilgilendirici Yazma Alanında Öz Düzenleme Becerilerinin Kullanımı ve Başarı arasındaki İlişki. Unpublished PhD Thesis, Hacettepe University, Ankara. Raoofi, S., Binandeh, M. & Rahmani, S. (2017). An Investigation into Writing Strategies and Writing Proficiency of University Students. Journal of Language Teaching and Research, 8(1), 191-198. DOI: http://dx.doi.org/10.17507/jltr.0801.24. Tabachnick, B. G. & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.) Pearson, Boston. Takeuchi, O., Griffiths, C. & Coyle, D. (2007). Applying strategies to context: the role of individual, situational and group differences. In E. Macaro and A. Cohen (Eds.), Language Learner Strategies: 30 Years of Research and Practice (pp. 69-92). Oxford, UK, Oxford University Press. Weigle, S. C. (2005). Second language writing expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 128-149). Basingstoke, New York, NY: Palgrave Macmillan. Zimmerman B.J. & Risemberg R. (1997) Research for the Future. Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22, 73-101.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Türk dili ve edebiyatı |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Aralık 2018 |
| Yayımlandığı Sayı | Yıl 2018 Sayı: 13 |
- Makale Dosyaları