Çocukların Dil Öğrenme Stratejileri Kullanımı üzerine İlköğretim İngilizce Öğretmenlerinin Eğitimi: Önerilen Bir Hizmet-içi Eğitimi Programı

Öz

Bu araştırma, ilköğretim düzeyindeki devlet okullarında görev yapan İngilizce öğretmenlerine sağlanan hizmet içi eğitimin, 6. sınıf öğrencileri için "Dil Öğrenme Stratejileri" kullanımına etkisini incelemeyi amaçlamaktadır. Bu doğrultuda, öğrenicilere yönelik Dil Öğrenme Stratejileri odaklı özel bir hizmet-içi eğitim programı tasarlanmış ve Türkiye'deki üç farklı devlet ortaokulunda görev yapan sekiz İngilizce öğretmenine uygulanmıştır. Ayrıca, bu okullardan sekiz adet 6. sınıf şubesi uygun örnekleme yöntemiyle belirlenmiştir. Beş hafta süren araştırmada, eğitim programı ilk üç hafta boyunca gerçekleştirilmiştir. Çalışmada, kontrol grubu içermeyen deneysel ön test-son test desenine dayalı karma yöntem araştırma modeli benimsenmiştir. Nicel veriler yalnızca 6. sınıf öğrencilerinden, araştırmacı tarafından geliştirilen “Çocuklar için Performansa Dayalı Dil Öğrenme Stratejileri Envanteri” (PICLLS) aracılığıyla toplanmıştır. Nitel veriler ise yarı yapılandırılmış mülakatlar, sınıf gözlemleri ve öğretmen günlükleri yoluyla elde edilmiştir. Araştırma bulguları, hizmet içi eğitim programının öğretmenlerin Dil Öğrenme Stratejileri farkındalığı üzerinde önemli bir etkisi olduğunu göstermiştir. Ayrıca, katılımcı öğretmenlerin tamamı, Dil Öğrenme Stratejilerinin önemine dair derinlemesine bir anlayış geliştirmiş ve öğrencileri için bağımsız olarak Dil Öğrenme Stratejileri temelli etkinlikler tasarlayabilme becerisi kazanmıştır. Sonuç olarak, çalışma, öğretmenlerin Dil Öğrenme Stratejileri konusundaki bilgi birikimini artırarak mesleki gelişimlerine katkıda bulunurken, aynı zamanda 6. sınıf öğrencilerinin dil öğrenme süreçlerinde Dil Öğrenme Stratejileri kullanımının yaygınlaşmasını sağlamıştır.

Anahtar Kelimeler

• İngilizce Öğretmenleri
• Dil Öğrenme Stratejileri
• Hizmet-içi Eğitimi Programı

Training ELT teachers on the use of Language Learning Strategies for Young Learners: A Suggested In-service Teacher Training Program

Öz

This research seeks to explore the impact of in-service training provided to English Language Teaching (ELT) instructors at elementary public schools on their use of “Language Learning Strategies” (LLS) for 6th-grade students. To achieve this, a specialized in-service teacher training program focusing on LLS for young learners was designed and delivered to eight ELT teachers from three different secondary public schools in Turkey. Additionally, eight 6th-grade classrooms from these schools were selected using a convenience sampling technique. The overall study spanned five weeks, with the training program conducted during the initial three weeks. A mixed-method research design was employed, consisting of a pre/post-test experimental framework, without a control group. Quantitative data were collected solely from 6th-grade students using the “Performance-based Inventory for Children’s Language Learning Strategies” (PICLLS), an instrument specifically designed by the researcher. On the qualitative side, data were collected through semi-structured interviews, classroom observations, and teacher journals. The results indicate that the in-service teacher training program had a significant effect on the teachers' awareness of LLS. Moreover, all participating teachers demonstrated a thorough understanding of the significance of LLS and acquired the ability to independently create LLS-based activities for their students.

Anahtar Kelimeler

• Young Learners
• ELT teachers
• Language Learning Strategies
• In-service Teacher Training Program

Kaynakça

1. Altman, H., & Vaughan-James, C. (1980). Foreign language teaching: Focus on the learner. Oxford Pergamon Publishing Press.
2. Alyılmaz, S., & Şengül, K. (2018). Yabancı dil olarak Türkçe öğretiminde dil öğrenme stratejilerine dayalı etkinliklerin dilbilgisine yönelik başarıya ve kalıcılığa etkisi. Dil Dergisi, 169(1), 67-110.
3. Aykaç, Z. (2010). Improving communication skills of young learners through language learning strategies (Unpublished Master’s Thesis). Çukurova University.
4. Balcı, Ö. (2017). An investigation of the relationship between language learning strategies and learning styles in Turkish freshman students. English Language Teaching, 10(4), 53-61.
5. Bitler, M., Corcoran, S. P., Domina, T., & Penner, E. K. (2021). Teacher effects on student achievement and height: A cautionary tale. Journal of Research on Educational Effectiveness, 14(4), 900-924.
6. Cameron, L. (2001). Teaching languages to young learners (First edition). Cambridge University Press.
7. Borg, S. (2001). The research journal: a tool for promoting and understanding researcher development. Language Teaching Research, 5(2), 156–177.
8. Ceylan, A. (2022). İngilizce öğrenenlerin dil öğrenme stratejileri ile başarıları arasındaki ilişki. Celal Bayar University Journal of Social Sciences, 20(4), 375-390.

9. Chamot, A. U. (1993). Students responses to learning strategy instruction in the foreign-language-immersion classroom. Foreign Language Annals, 26, 308-321.
10. Cohen, A. D. (1990). Language learning: Insights for learners, teachers, and researchers. Newbury House Press.
11. Cohen, A. D. (1996, December). Second language learning and use strategies: Clarifying the issues. Paper presented in Symposium on Strategies of Language Learning and Use, Seville.
12. Cohen, A. D. (1998). Strategies in learning and using a second language. Addison Wesley Longman Press.
13. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage Publishing Press.
14. Dere, Z. (2019). Investigating the creativity of children in early childhood education institutions. Universal Journal of Educational Research, 7(3), 652-658.
15. Demirekin, M., & Yalçın, H. (2023). Dil öğrenme stratejileriyle ilgili yapılan araştırmaların sistematik analizi. Turkish Studies - Language, 18(2), 773-791. https://dx.doi.org/10.7827/TurkishStudies.68294
16. Demirel, M. (2012). Üniversite öğrencilerinin kullandıkları dil öğrenme stratejileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43(43), 141-153.
17. Djalilova, Z. O. (2023). Language learning strategies and their implication for teaching English. Central Asian Journal of Education and Innovation, 2(11), 18-22.
18. Ellis, R. (1997). Second language acquisition. Oxford University Press.
19. Farrell, T., & Lim, P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9, 1-12.
20. Flowerdew, J., & Peacock, M. (Eds.). (2001). Research perspectives on English for academic purposes. Cambridge University Press.
21. Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27(2), 193–216.
22. Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language research. Lawrence Erlbaum Press.
23. Ghosn, I. K. (2018). Materials for early language learning. In The Routledge Handbook of Teaching English to Young Learners, 374-388.
24. Griffiths, C., & Parr, J. M. (2001). Language-learning strategies: Theory and perception. ELT Journal, 55(3), 247-254.
25. Gunning, P. (2011). ESL strategy use and instruction at the elementary school level: A mixed methods investigation (Unpublished Doctoral Dissertation). McGill University Sciences Institute.
26. Gürkan, T., & Gökçe, E. (1999). Türkiye'de ve çeşitli ülkelerde ilköğretim: Program, öğrenci, öğretmen. Siyasal Yayıncılık.
27. Gürsoy, E. (2004). A study on identifying children’s language learning strategies and developing a children’s inventory for language learning strategies (CHILLS) (Unpublished Doctoral Dissertation). Anadolu University.
28. Gürsoy, E., & Arıkan, A. (2012). Teaching English to young learners: An activity-based guide for prospective teachers. In Gürsoy, E., & Arıkan, A. (Eds.), 247-261. Eğiten Kitap Yayıncılık.
29. Gürsoy, E. (2013). The development of a children’s inventory for language learning strategies (CHILLS). Journal of Educational and Social Research, 3(7), 263-272.
30. Gürsoy, E., & Eken, E. (2018). English teachers’ understanding of the new English language teaching program and their classroom implementations. Journal of Language and Linguistic Studies, 14(2), 18-33.
31. Habók, A., & Magyar, A. (2018). The effect of language learning strategies on proficiency, attitudes and school achievement. Frontiers in Psychology, 8, 2358.
32. Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia-Social and Behavioral Sciences, 106, 1712-1726.
33. İnceçay, G. (2010). The role of teacher talk in young learners’ language process. Procedia-Social and Behavioral Sciences, 2(2), 277-281.
34. Johnson, D. (2017). The role of teachers in motivating students to learn. BU Journal of Graduate Studies in Education, 9(1), 46-49.
35. Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. National Bureau of Economic Research.
36. Kır, E. (2011). Teacher trainers' views on foreign language teacher training. International Online Journal of Educational Sciences, 3(2).
37. Kilavuz, Y. (2019). Ortaöğretim öğrencilerinin yabancı dil öğrenme stratejilerinin çeşitli değişkenler açısından incelenmesi (Unpublished Master's Thesis). İnönü University.
38. Kölemen, Ü. (2021). A systematic review of studies on language learning strategies from 1977 to 2018. International Journal of Language and Literary Studies, 3(1), 151-169.
39. Kuhn, D. (2001). Theory of mind, metacognition and reasoning: A life-span perspective. In H. Hartman (Ed.), Metacognition in learning and instruction, 301–326. Hove: Psychology Press.
40. Lan, R., & Oxford, R. L. (2003). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics in Language Teaching, 41(4), 331-372. http://dx.doi.org/10.1515/iral.2003.016
41. Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. Longman Press.
42. Lee, J. Y. (2023). Language learning strategies used by EFL students: Does their digital fluency matter? Language Teaching Research, 13(16).
43. Mahalingam, K., & Yunus, M. M. (2016, October). Good language learners and their strategies: An insight. Paper presented at the International Seminar on Generating Knowledge Through Research, UMSIDA. Retrieved from http://ojs.umsida.ac.id/index.php/icecrs
44. Nosratinia, M., & Zaker, A. (2017). Scrutinizing the impact of teachers’ critical thinking and teaching autonomy on their teaching success and learners’ use of language learning strategies. Journal of Language Teaching and Research, 8(1), 122-132. http://dx.doi.org/10.17507/jltr.0801.15
45. O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
46. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House Press.
47. Oxford, R. L., & Ehrman, M. (1993). Second language research on individual differences. Annual Review of Applied Linguistics, 13, 188-205.
48. Pawlak, M. (2021). Investigating language learning strategies: Prospects, pitfalls and challenges. Language Teaching Research, 25(5), 817-835.
49. Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
50. Quinto, J., & Cacanindin, M. (2024). Pınoy tells: The typology of English language learning strategies. Advanced Education, 106-124.
51. Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247-252.
52. Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden & J. Rubin (Eds.), Learner strategies and language learning (pp. 15-29). Englewood Cliffs: Prentice Press.
53. Saumure, K., & Given, L. M. (2008). The SAGE encyclopedia of qualitative research methods. Sage Publishing Press.
54. Skehan, P. (1989). Individual differences in second language learning. Edward Arnold Press.
55. Solak, E. (2024). Türkiye’de İngilizce öğretmeni yetiştirme programlarına yönetimsel bir bakış. International Journal of Language Academy, 6(26), 70-76.
56. Sugeng, B. (1997). A learning strategy profile of Indonesian elementary school students. RELC Journal, 28(2), 82-106. http://dx.doi.org/10.1177/003368829702800205
57. Şanal, F., & Tosuncuoğlu, İ. (2021). Yabancı dil öğrenme stratejileri kavramı. The Journal of International Education Science, 27(8), 27-34.
58. Şire, E. (1999). Language learning strategies of 8th grade students in a state junior high school in Adana (Unpublished Master’s Thesis). Çukurova University.
59. Tarone, E. (1983). Some thoughts on the notion of ‘communication strategy’. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 61-74). Longman Press.
60. Tezcan, S., & Deneme, S. (2016). A Study on language learning strategy use of young Turkish learners. Journal of Language Teaching and Research, 7(1), 42-48.
61. Tiing, C. W. H., Phui, C. P., Sieng, L. H., Niek, M., Wen, Y., Devi, S., & Hashim, H. (2021). Identifying young learners’ language learning strategies in learning English vocabulary. International Journal of Academic Research in Progressive Education and Development, 10(2), 727-753.
62. Tomlinson, B. (Ed.). (2023). Developing materials for language teaching. Bloomsbury Publishing.
63. Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. Prentice Hall Press.
64. Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice Hall Press.
65. Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
66. Yapıcı, G. E., & Bada, E. (2004). Language learning strategies of EFL learners. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(2).
67. Zheng, H. (2015). Teacher beliefs as a complex system: English language teachers in China. Springer Publishing Press.