İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN ÖĞRENCİLERİN DİNLEME BECERİLERİNDE KULLANDIKLARI STRATEJİ VE TAKTİKLER

Öz

Problem: İngilizceyi yabancı dil olarak öğrenen öğrenciler dinleme becerileri derslerinde çeşitli strateji ve taktikler kullanarak dinledikleri metinleri anlamaya çalışmaktadırlar. Araştırmanın Amacı: Bu araştırmanın amacı anket ve görüşmeler kullanarak öğrencilerin dinleme becerileri dersinde kullandıkları strateji ve taktikleri belirlemek ve başarılı-başarısız öğrencilerin strateji kullanıp kullanmadığını ya da eğer kullanıyorlarsa hangi stratejileri kullandıklarını belirlemektir. Yöntem: Araştırmanın evreni Erzurum Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi İngiliz Dili Eğitimi Anabilim dalı hazırlık sınıflarıdır. Örneklem ise anabilim dalındaki 107 öğrenciden oluşmaktadır. Anket yoluyla elde edilen veriler, SPSS For Windows 17.0 paket programından yararlanılarak çözümlenmiştir. Verilerin çözümlenmesinde, frekans analizi ve yüzde alma tekniği kullanılmıştır. Ayrıca öğrencilerle yapılan görüşmeler de bulgulara temel oluşturmuştur. Bulgular ve Sonuçlar: Araştırmadan elde edilen bulgularda, öğrencilerin kullandıkları strateji ve taktikler bilişsel ve biliş ötesi olarak sınıflandırılmıştır. Ayrıca öğrencilere strateji kullanımı eğitimi verilebileceği de ortaya çıkmıştır. Öneriler: Dinleme becerilerinde istenen seviyeye ulaşılması için üniversitelerin eğitim fakültelerinde eğitim vermekte olan metodologlar Özel Öğretim Yöntemleri derslerinde dinleme becerileri öğretimine daha fazla ağırlık vermelidirler. Dil öğrenimi dil hakkında her şeyi bilen öğrencileri yetiştirmekten vazgeçip dili kullanabilen özellikle araştırma konumuzun merkezindeki dinlediklerini anlayabilen kişiler haline getirebilmek olmalıdır. Okul müfredatlarında dinleme becerileri dersleri mekanik dinlemeyi hedef almaktan öteye bilişselliği önemseyen aktiviteler yer almalıdır.

Anahtar Kelimeler

• Dinleme stratejileri,strateji öğretimi,öğrenme taktikleri,bilişsel ve bilişötesi stratejiler

The Strategies and Tactics the Efl Students Use in Listening Skills

Öz

Problem: EFL students use various strategies and tactics in listening skills to understand the person or the text they are listening. Aim Of The Search: This study tries to define the strategies and tactics of students by conducting questionnaires and interviews. Also it is aimed to describe what kind of strategies the poor or successful students use or don’t use. Method: This study has been conducted at Ataturk University Kazım Karabekir Education Faculty ELT department. The sample consists of 107 students at prep classes of the department. The data were analyzed using SPSS For Windows. Frequency analysis and percentage techniques were used in the study. Besides, the interviews were commented. Findings and Results: The strategies and tactics were classified as cognitive and metacognitive from the findings from the study. Furthermore it was found that strategy instruction could be applied in the classrooms. Recommendations: In order to reach the desired level in listening skills the methodology teachers should focus on more to the teaching of listening skills in Language Teaching Methodology courses. Language teaching should be directed from teaching everything about language to teaching to use the language especially in listening skills. The school curriculum should include more cognitive activities for listening courses rather than mechanical exercises. Key Words: Listening strategies, language learning, strategy instruction, learning tactics, sognitive and metacognitive strategies

Anahtar Kelimeler

• Listening strategies,language learning,strategy instruction,learning tactics,sognitive and metacognitive strategies

Kaynakça

1. Amy, B, M, TSUI and Fullilove, John. (1988). Bottom-up or Top-down Processing as a Discriminator of L2 Listening Performance. Applied Linguistics 19/4: 432-451, Oxford University Press.
2. Barrett-Scott Fiona. (2000). First Certificate Listening and Speaking; Longman Exam Skills, Pearson Education Limited.
3. Brett, P. (1995). Multimedia for Listening Comprehension: The Design of a Multimedia- Based Resource for Developing Listening Skills, Pergamon, System. Vol.23. No.1. pp.77-85 Elsevier Science Ltd. Great Britain.
4. Brown, Douglas.( 1987). Principles of Language Learning and Teaching. Prentice Hall.
5. Brown, j. Marvin, Palmer S. Adrian. (1995). The Listening Approach. Longman inc.
6. Catherine E. Snow, M. Susan Burns, and Peg Griffin. (1999). Editors Committee on the Prevention of Reading Difficulties in Young Children. National Research Council. National Academy Press.
7. Christine C.M. Goh. (1999). A Cognitive Perspective on Language Learners’ Listening Comprehension Problems. Pergamon. Elsevier Science Ltd.
8. Crystal, David.( 1987). The Cambridge Encyclopedia of Language. Cambridge Univer- sity Press.

9. Curtis, Kelly, David Kolb. (1997).The Theory of Experiential Learning and ESL. The Internet TESL Journal. Vol. III. No. 9. September.
10. Davies, Chris.(1996). What is English Teaching? Buckingham: Open University Press.
11. Doff, Adrian, Jones Christopher.(1994). Language in Use (Pre-intermediate and Interme- diate) Cambridge University Press.
12. Doff, Adrian, Teach English.(1998). A Training Course for Teachers. Cambridge Univer- sity Press.
13. Ellis, Rod. ( 2000). Second Language Acquisition. Oxford University Press.
14. English Language Teaching. (1997). Öğretmen Eğitimi Dizisi, YÖK.
15. Faerch, Claus and G. Kasper. (1983). Strategies in Interlanguage Communication. Long- man: London.
16. Gordon, D., Harper, A., Richards jack C. (1997).Expanding Tactics for Listening. Oxford University Press.
17. Harley, Birgit. (2000). Listening Strategies in ESL: Do age and L1 Make a Difference? Tesol Quarterly. Vol.34. No.4. Winter.
18. Harrison, Jeremy, Menzies, Peter. (1987). Orbit 1, Teacher’s Book. Oxford University Press.
19. Hismanoglu, H. (2000). Language Learning Strategies in Foreign language Learning and Teaching. The Internet TESL Journal. Vol. VI. No. 8, August.
20. Hopkins, Andy, Potter, Jocelyn. (1988). Look Ahead Classroom Course Book 2. Addison. England: Wesley Longman Limited.
21. Hover, David. (1986). Think Twice: Communication Exercises for Beginner to Intermedi- ate Students. Cambridge University Press.
22. Hutchison, Tommy (2000). Life Lines Pre-Intermediate Student’s Book. Oxford Univer- sity Press.
23. Imhof, M. (2001). How to Listen More Efficiently: Self-Monitoring Strategies in Listen- ing. International Journal of Listening. p 2-15.
24. James S., Noblitt. ( 1995). Cognitive Approaches to Listening Comprehension, Joint Con- ference of the Southern Conference on Language Teaching and the South Carolina Foreign Language Teachers’ Association. Georgia: Valdosta State University.
25. Jossey-Bass. Rogers, A.(1996). Adult Education. San Francisco.
26. Keeler, Stephen.(1988). Listening in Action. Longman Group UK Limited.
27. Kolb, David. (1997). The Theory of Experiential Learning and ESL. The Internet TESL Journal. Vol III. No:9. September. Http :// www. Aitech.ac. jp/,teslj/Kelly-Experi- ental/
28. Koren, Shira (1996). Listening to Lectures in L2; Taking Notes in L1. The Internet TESL Journal. Vol II. No:7. Http :// www. Aitech.ac. jp/,teslj
29. Krashen, Stephen, D. (1996). The Case for Narrow Listening, Pergamon, System.Vol.24. No.1.pp.97-100, Elsevier Science Ltd.
30. O’Malley and Chamot. (1985). Maximal List of Strategies, Starting From O’Malley, Chamot, Stewner-Manzanares, Kupper, and Rocco.
31. S., Brand-Gruwell, C.A.J. Aarnoutse and K.P. Van Den Bos (1988). Improving Text Com- prehension Strategies in reading and Listening Settings, Pergamon. Learning and Instruction. Vol.8. No.1 pp. 63-81 Elsevier Science Ltd.
32. Vandergrift, Larry (2003). Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener Language Learning. 53:3. September. pp. 463–496.