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İngilizceyi Yabancı Dil Olarak Öğrenen Türk Öğrencilerinin Dil Öğrenme Stratejileri ve Başarıya Etkileri

Yıl 2023, Cilt: 13 Sayı: 15, 58 - 76

Öz

Bu çalışma, dil öğrenme stratejilerinin (DÖS) öğrencilerin dil öğrenme süreçleri üzerindeki etkisini ölçmek için tasarlanmıştır. DÖS, öğrenciler tarafından seçilen bilinçli öğrenme süreçleridir ve etkili bir şekilde kullanıldığında dil yeterliliğini arttırdığı gösterilmiştir. Farklı dilleri öğrenenler tarafından tercih edilen stratejileri anlamak için kapsamlı araştırmalar yapılmıştır. Farklı dilleri öğrenen öğrencilerin kullanmayı tercih ettikleri stratejileri anlamak için kapsamlı araştırmalar yapılmıştır.
Bu Çalışma, bir Türk Üniversitesi İngilizce Öğretmenliği bölümünde öğrenim görmekte olan öğrencilerine odaklanmaktadır. Öğrencilerin kullandığı Dil öğrenme stratejilerini değerlendirmek için Dil Öğrenme Strateji Envanteri (DÖSE) anketi kullanılmıştır. Anket altı strateji kategorisi içermektedir: bunlar; bellek, bilişsel, telafi, üstbiliş, duyuşsal ve sosyal stratejilerdir. Araştırma soruları, İngilizce öğretmenliği bölümü öğrencilerinin DÖS kullanım sıklığı, tercih edilen stratejiler ile eğitimin akademik yılı arasındaki ilişki ve İngilizce dil derslerinde tercih edilen stratejiler ve başarı arasındaki ilişki araştırılmıştır. Ankete 82 öğrenci katılmıştır ve sonuçları çevrimiçi olarak toplanmıştır. Rastgele seçilen 30 öğrenci ile sesli düşünme protokolü oturumları yapılmıştır. Toplanan veriler, Ki-kare testi ve korelasyonel analiz yoluyla frekans analizi kullanılarak analiz edilmiştir. Sonuçlar, bilişsel stratejilerin İngilizce öğretmenliği bölümü öğrencileri tarafından en sık kullanılan strateji olduğunu, ardından üstbilişsel ve sosyal stratejilerin geldiğini göstermiştir. Bulgular ayrıntılı olarak tartışılacaktır.

Kaynakça

  • Alhaysony, M. (2017). Language learning strategies use by Saudi EFL students: The effect of duration of English language study and gender. Theory & Practice in Language Studies, 7(1).
  • Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal 65, 24-35
  • Chamot, A. U., O’Malley, J. M., Kupper L. and Impink-Hernandez., M. (1987). A study of learning strategies in foreign language instruction: first-year report. InterAmerica Research Associates, Rosslyn, VA.
  • Charoento, M. (2017). Individual learner differences and language learning. Contemporary Educational Research Journal, 7(2), 57-72.
  • Cohen, A. D. (1999). Strategies in learning and using a second language. p.4. London: Longman.
  • Ghavamnia, M., Kassaian, and Z., Dabaghi, A. (2011) The relationship between language learning strategies, language learning beliefs, motivation, and proficiency: A study of EFL learners in Iran. Journal of Language Teaching and Research, Vol. 2, No.5, pp.1156- 1161.
  • Huang, X.-H and Van Naerssen, M. (1987). Learning strategies for oral communication. Applied Linguistics 8, 287-307.
  • Kim, J.-D. (1991). A comparison of learning strategies of college students enrolled in beginning and advanced English as a second language. Unpublished doctoral dissertation, Loma Linda University, Loma Linda, CA.
  • Kurt, G. & Atay, D. (2006). Language learning strategies used by Turkish 6th and 8th graders. Hasan Ali Yücel Eğitim Fakültesi Dergisi 2, 123-137.
  • Lee, K. O. (2003). The relationship of school year, sex and proficiency on the use of learning strategies in learning English of Korean junior high school students. Asian EFL Journal, 1-36.
  • McGroarty, M. (1987). Patterns of persistent second language learners: elementary Spanish. Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages, Miami, FL.
  • Oxford, R. L. (1986). Development and psychometric testing of the strategy inventory for language learning. ARI Technical Report 728. Alexandria, VA: US Army Research Institute for the Behavioral and Social Science.
  • Oxford, R. L. (1989). Language learning strategies: What every teacher should know. Heinle & Heinle.
  • Oxford, R.L., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. Modern Language Journal, 73, 404-419.
  • Oxford, R. L. & Nykios, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73,292-300.
  • 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.
  • Platsidou, M., & Kantaridou, Z. (2014). The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners. Journal of Language and Literature, 5(3), 253-260.
  • Politzer, R., & McGroarty, M., (1985). An exploratory study of learning behaviours and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19, 103-124.
  • Rubin, J., Chamot, A.U., Harris, V., & Anderson, N. J. (2007). Intervening in the use of strategies. In A. D.Cohen & E. Macaro (Eds.), Language learner strategies (pp.141-160). Oxford, England: Oxford University Press.
  • Wu, Y. L. (2008). Language learning strategies used by students at different proficiency levels. Asian EFL Journal, 10(4), 75-95.

The Language Learning Strategies of Turkish EFL Students and Their Impact on Success

Yıl 2023, Cilt: 13 Sayı: 15, 58 - 76

Öz

The present study was designed to measure the impact of language learning strategies (LLS) on students' language learning processing. LLS are conscious learning processes selected by learners and have been shown to increase language proficiency when used effectively. Extensive studies have been conducted to understand the preferred strategies by learners of different languages. The study focuses on English Language Teaching (ELT) students studying at a Turkish university. The Strategy Inventory for Language Learning (SILL) questionnaire was used to assess language learning strategies. The questionnaire included six strategy categories: memory, cognitive, compensation, metacognitive, affective, and social strategies. The research questions explored the frequency of LLS usage among ELT students, the relationship between strategies and the academic year of study, and the relationship between strategies and success in English language courses. The participants were 82 students, and the data was collected through online questionnaires, followed by think-aloud protocol sessions with 30 randomly selected students. The collected data were analyzed using frequency analysis through a Chi-square test and correlational analysis. The results indicated that cognitive strategies were the most frequently used strategy by the ELT students, followed by metacognitive and social strategies. The findings will be discussed in detail.

Kaynakça

  • Alhaysony, M. (2017). Language learning strategies use by Saudi EFL students: The effect of duration of English language study and gender. Theory & Practice in Language Studies, 7(1).
  • Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal 65, 24-35
  • Chamot, A. U., O’Malley, J. M., Kupper L. and Impink-Hernandez., M. (1987). A study of learning strategies in foreign language instruction: first-year report. InterAmerica Research Associates, Rosslyn, VA.
  • Charoento, M. (2017). Individual learner differences and language learning. Contemporary Educational Research Journal, 7(2), 57-72.
  • Cohen, A. D. (1999). Strategies in learning and using a second language. p.4. London: Longman.
  • Ghavamnia, M., Kassaian, and Z., Dabaghi, A. (2011) The relationship between language learning strategies, language learning beliefs, motivation, and proficiency: A study of EFL learners in Iran. Journal of Language Teaching and Research, Vol. 2, No.5, pp.1156- 1161.
  • Huang, X.-H and Van Naerssen, M. (1987). Learning strategies for oral communication. Applied Linguistics 8, 287-307.
  • Kim, J.-D. (1991). A comparison of learning strategies of college students enrolled in beginning and advanced English as a second language. Unpublished doctoral dissertation, Loma Linda University, Loma Linda, CA.
  • Kurt, G. & Atay, D. (2006). Language learning strategies used by Turkish 6th and 8th graders. Hasan Ali Yücel Eğitim Fakültesi Dergisi 2, 123-137.
  • Lee, K. O. (2003). The relationship of school year, sex and proficiency on the use of learning strategies in learning English of Korean junior high school students. Asian EFL Journal, 1-36.
  • McGroarty, M. (1987). Patterns of persistent second language learners: elementary Spanish. Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages, Miami, FL.
  • Oxford, R. L. (1986). Development and psychometric testing of the strategy inventory for language learning. ARI Technical Report 728. Alexandria, VA: US Army Research Institute for the Behavioral and Social Science.
  • Oxford, R. L. (1989). Language learning strategies: What every teacher should know. Heinle & Heinle.
  • Oxford, R.L., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. Modern Language Journal, 73, 404-419.
  • Oxford, R. L. & Nykios, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73,292-300.
  • 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.
  • Platsidou, M., & Kantaridou, Z. (2014). The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners. Journal of Language and Literature, 5(3), 253-260.
  • Politzer, R., & McGroarty, M., (1985). An exploratory study of learning behaviours and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19, 103-124.
  • Rubin, J., Chamot, A.U., Harris, V., & Anderson, N. J. (2007). Intervening in the use of strategies. In A. D.Cohen & E. Macaro (Eds.), Language learner strategies (pp.141-160). Oxford, England: Oxford University Press.
  • Wu, Y. L. (2008). Language learning strategies used by students at different proficiency levels. Asian EFL Journal, 10(4), 75-95.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Özlem Yalçın Çolakoğlu 0000-0002-9492-5383

Erken Görünüm Tarihi 27 Aralık 2023
Yayımlanma Tarihi
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 15

Kaynak Göster

APA Yalçın Çolakoğlu, Ö. (2023). The Language Learning Strategies of Turkish EFL Students and Their Impact on Success. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 13(15), 58-76.
AMA Yalçın Çolakoğlu Ö. The Language Learning Strategies of Turkish EFL Students and Their Impact on Success. EDU7. Aralık 2023;13(15):58-76.
Chicago Yalçın Çolakoğlu, Özlem. “The Language Learning Strategies of Turkish EFL Students and Their Impact on Success”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 13, sy. 15 (Aralık 2023): 58-76.
EndNote Yalçın Çolakoğlu Ö (01 Aralık 2023) The Language Learning Strategies of Turkish EFL Students and Their Impact on Success. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 13 15 58–76.
IEEE Ö. Yalçın Çolakoğlu, “The Language Learning Strategies of Turkish EFL Students and Their Impact on Success”, EDU7, c. 13, sy. 15, ss. 58–76, 2023.
ISNAD Yalçın Çolakoğlu, Özlem. “The Language Learning Strategies of Turkish EFL Students and Their Impact on Success”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi 13/15 (Aralık 2023), 58-76.
JAMA Yalçın Çolakoğlu Ö. The Language Learning Strategies of Turkish EFL Students and Their Impact on Success. EDU7. 2023;13:58–76.
MLA Yalçın Çolakoğlu, Özlem. “The Language Learning Strategies of Turkish EFL Students and Their Impact on Success”. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, c. 13, sy. 15, 2023, ss. 58-76.
Vancouver Yalçın Çolakoğlu Ö. The Language Learning Strategies of Turkish EFL Students and Their Impact on Success. EDU7. 2023;13(15):58-76.

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