İsteğe Bağlı İngilizce Hazırlık Öğrencilerinin Öğrenme Anlayışlarının İncelenmesi

Öz

Bu çalışmanın amacı isteğe bağlı İngilizce hazırlık programına devam eden öğrencilerin öğrenme yaklaşımları hakkında bilgi edinmektir. Öğrencilerin öğrenme anlayışları adı verilen, öğrenmenin ne olduğuna dair belirli inançları olduğu bilinmektedir Ramsden,1992 . Bu anlayışların kalitesi öğrencilerin öğrenmeye yaklaşımını, dolayısıyla öğrenme çıktılarını etkiler Bowden & Marton, 2004 . Bazı öğrenme anlayışları ezberleme ve başkasına aktarma gibi düşük düzeyde düşünme becerileriyle ilişkilendirilirken, diğer öğrenme anlayışları ise çıkarımda bulunma ve ilişki kurma gibi daha yüksek düzeyde öğrenme aktiviteleriyle ilişkilendirilmektedir. Öğrencilerin öğrenme anlayışları konuya özel olmakla beraber bu anlayışların değişken yapıları eğitimcilere öğrencilerin anlayışlarını şekillendirebilme imkânı tanımaktadır. Bu çalışmada nitel araştırma modeli benimsenmektedir. Araştırmanın katılımcıları Namık Kemal Üniversitesi ve Düzce Üniversitesinde isteğe bağlı İngilizce hazırlık sınıfına devam eden 292 öğrenci oluşturmaktadır. Öğrencilerden önce açık uçlu b,ir anket formu doldurmaları istenmiş, daha sonra anlayışlarında kayda değer farklılıklar bulunan 10 öğrenciyle yüz yüze görüşmeler gerçekleştirilmiştir. Veri analizinde van Rossum ve Schenk 1984 tarafından kategorize edilmiş öğrenme anlayışları hiyerarşisi, tema olarak kullanılmıştır. Sonuçlar öğrencilerin büyük oranda düşük düzey öğrenme anlayışlarına sahip olduğunu göstermektedir

Anahtar Kelimeler

• Öğrenme Anlayışları, Yabancı Dil Olarak İngilizce, Öğrenme

An Investigation of Students’ Learning Conceptions in Voluntary English Preparatory Programme

Öz

The purpose of this study is to explore EFL students’ learning conceptions in the context of voluntary English preparatory programme. It is known that students hold specific beliefs as to what learning is, which is referred to as conceptions of learning Ramsden, 1992 . The quality of their conceptions affects their approaches to learning and thus their learning outcomes Bowden & Marton, 2004 . Some conceptions are often linked with low order thinking skills such as memorization, reproduction, and rote learning while others are associated with higher order thinking skills such as integrating and making meaning for oneself. Students’ conceptions of learning are context specific and this changeable nature of the conceptions gives educators a chance to influence students’ beliefs of learning and the way they approach learning. This study is significant in that investigating the students’ conception of learning can lead to the achievement of effective and fruitful learning. This study employs qualitative methodologies in the investigation of students’ conceptions of learning English as a foreign language. Participants of the study are students who are attending voluntary English preparatory programme at Düzce University and Namık Kemal University. Data were collected using a semi-structured open-ended questionnaire followed by interviews with students who displayed variations in their conceptions. In the analysis of the data, qualitative techniques were implemented. After the initial coding and elimination steps, students’ conceptions of learning were categorized using a hierarchy of conceptions of learning proposed by van Rossum and Schenk 1984 . The results indicated that the majority of the participants had reproductive conceptions of learning such as increase in knowledge, memorizing and applying, while only a small number of them were constructive conceptions such as understanding and changing as a person

Anahtar Kelimeler

• Conceptions of Learning, English as a Foreign Language, Learning

Kaynakça

1. Benson, P. & Lor, W. (1999). Conceptions of language and language learning. System, 27(4), 459-472.
2. Biggs, J. & Tang, C. (2007). Teaching for quality learning at university. SRHE & Open University Press: Berkshire.
3. Bowden, J., &Marton, F. (2004). The university of learning. Taylor& Francis: London.
4. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson: Boston.
5. Dikmeli, M. & Cardak, O. (2010). A study on biology student teachers’ conceptions of learning. Procedia Social and Behavioral Sciences, 2 (2010), 933-937.
6. Entwistle, N.J. & Peterson, E.R. (2004). Conceptions of learning and knowledge in higher education: Relationship with study behaviour and influences of learning environments. International Journal of Educational Research, 41, 407-428.
7. Erdogan, A. (2012). Preservice mathematics teachers’ conceptions of and approaches to learning: A phenomenographic study. Energy Education Science and Technology Part B: Social and Educational Studies, 4(1), 21-30.
8. Kember, D. (1996). The intention to both memorise and understand: Another approach to learning. Higher Education, 31, 341–354.

9. Marton, F., Watkins, D., & Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong. Learning and Instruction, 7, 21–48.
10. Ramsden, P. (1992). Learning to teach in higher education. Kogan Page: London.
11. Richardson, J. T. E. (2010). Conceptions of learning and approaches to studying among white and ethnic minority students in distance education. British Journal of Educational Psychology, 80, 535-556.
12. Sadi, Ö. (2014). Students’ conceptions of learning in genetics. Journal of Turkish Science Education, 11(3) van Rossum, E. J. & Schenk, S. M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54, 73−83.
13. Vermunt, J. D. & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16, 359−384.