Yabancı Dil Öğrenenlerin Kullandıkları Dinleme Stratejileri İle Okumada Medya Tercihleri ve Okuma Sıklıkları Arasındaki İlişkinin İncelenmesine Yönelik Bir Araştırma

Yıl 2019, Sayı: 52, 185 - 211, 27.10.2019

Serkan Şendağ Mustafa Caner , Sacip Toker

https://doi.org/10.21764/maeuefd.594487

Cited By: 1

Öz

Son yıllarda yabancı dil eğitiminde dinleme
stratejilerinin önemine ve kullanılmasına yönelik olarak birçok çalışmanın
yapıldığı görülmektedir. Bunlardan bazıları yabancı dil dinleme becerilerinin
geliştirilmesinde elektronik ortamdan okuma desteği sağlamanın etkili
olabileceğine ilişkin kanıtlar da ortaya koymaktadır. Ancak bu konun daha
etraflıca ele alınması veriye dayalı olarak çok yönlü olarak araştırılması
gelinen noktada kritik bir önem taşımaktadır. Bu bağlamda bu çalışmada yabancı
dil eğitimi alan öğrencilerin dinleme stratejileri kullanmaları ile yabancı
dilde okuma yaparken tercih ettikleri medya ve okuma sıkları arasındaki ilişki
araştırılarak bu konuya farklı bir açıdan yaklaşılmıştır. İlişkisel tarama
deseninin kullanıldığı çalışmada 531 katılımcıdan veri toplanmıştır. Elde
edilen bulgulara göre katılımcıların okuma sıklıkları arttıkça, ansiklopedi,
gazete ve ders notlarını ekrandan okuma eğiliminde oldukları; basılı ders
kitabını ve ekrandan ders notlarını okuyanların daha fazla dinleme stratejisi
kullanmaya yöneldikleri tespit edilmiştir. Çalışmada, yabancı dil eğitimcilerinin
elektronik ders notu desteği sağlayarak öğrencilerinin dinleme ve okuma gibi
alımlayıcı becerilerinin gelişimine olumlu katkı sağlayabilecekleri
tartışılmaktadır.  

Anahtar Kelimeler

Dinleme stratejileri, yabancı dil eğitimi, ekrandan okuma, elektronik okuma, okuma alışkanlıkları

Destekleyen Kurum

TÜBİTAK

Proje Numarası

113K727

Teşekkür

TÜBİTAK tarafından 113K727 proje numarası ile desteklenen bir proje kapsamında üretilmiştir.

A STUDY ON THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE LISTENING STRATEGIES, READING MEDIA PREFERENCES AND READING FREQUENCIES OF EFL PRESERVICE TEACHERS

Öz

Recently, it is observed that a number of
studies have been conducted on the use of listening strategies and their role
in foreign language education. Some of those studies, even, provide evidences
that reading on screen (digital reading) provide support to develop listening
skills of the foreign language learners. However, the issue needs further and
comprehensive analyses that stand on well-rounded data. Thus, the present study
reflects an alternative perspective through examining the relationship between
listening strategy use, reading media preferences and reading frequencies of
foreign language learners. The data of the present study were gathered from 531
participants through using correlational survey research model. The analysis of
the gathered data revealed that the rise in the participants’ reading frequency
increase their preferences on screen reading and the participants who read
course books and lecture notes on screen, use more listening strategies. The findings
of the present study indicated that providing digital lecture notes might
contribute positively to develop the receptive skills -listening and reading-
of the foreign language learners. 

Anahtar Kelimeler

Listening strategies, foreign language education, reading on screen, digital reading, reading habits

Proje Numarası

113K727

Kaynakça

• Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners. Unpublished MA Thesis, Colorado: Colorado State University.
• Aharony, N. and Bar-Ilan, J. (2016) Students’ academic reading preferences: An exploratory study. Journal of Librarianship and Information Science, 1–11.
• Azizoğlu, N.İ. & Okur, A. (2018). Türkçe öğretmeni adaylarının ekrandan okumaya yönelik metaforik algıları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 46, ss.1-21.
• Baturay, M. H., Toker, S., Şendağ, S., & Akbulut, Y. (2018). . Reading to learn. Learning to Read in a Digital World, 17, 185.
• Byrne, B. M. (2013). Structural equation modeling with AMOS: basic concepts, applications, and programming, Second Edition: Taylor & Francis.
• Byrne, B. M. (2013). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming: Psychology Press.
• Cheng, W., Zheng, X., Li, M., and Chen, G. (2014). Which is the best for reading: Paper, computer or tablet computer? Paper presented in 14th International
• Conference on Advanced Learning Technologies (ICALT) (pp. 655–656). http://doi.org/10.1109/ICALT.2014.192.
• Chien, C. ve Wei, L. (1998). The strategy use in listening comprehension for EFL learners in Taiwan. RELC Journal 29 (1), s. 66-91.
• Chou, I. (2009). Exploring international ESL students’ on-screen reading behaviors with two academic reading purposes. Unpublished PhD Dissertation. The Graduate School of Ohio State University. Ohio State University.
• Coşkun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-Royal, 4(1), 35-50.
• Diamantopoulos, A., & Siguaw, J. A. (2013). Introducing LISREL: A guide for the uninitiated: Sage.
• Dillon, A. (1992). Reading from paper versus screens: A critical review of the empirical literature. Ergonomics, 35(10), 1297-1326. Retrieved from https://www.ischool.utexas.edu/~adillon/Journals/Reading.htm
• Dunkel, P. A. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25(3), 431–457.
• Duran, E ve Alevli, O. (2014). Ekrandan okumanın sekizinci sınıf öğrencilerinde anlamaya Etkisi. Okuma Yazma Eğitimi Araştırmaları, 2 (1), 1-11.
• Dündar, H. & Akcayır, M. (2012). Tablet vs. paper: The effect on learners' reading performance. International Electronic Journal of Elementary Education, 4(3), 441-450.
• Ertem, I. S. (2010). The effect of electronic storybooks on struggling fourth-graders' reading comprehension. Turkish Online Journal of Educational Technology, 9(4), 140-155.
• Eslakonha, F., & Mall-Amiri, B. (2014). The correlation between English language listening comprehension ability, and listening strategy use among Iranian TEFL junior university students. International Journal of Language Learning and Applied Linguistics World (IJLLALW) 7 (2), 190 – 203.
• Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes, Structural Equation Modeling, 6 (1), 56-83.
• Feyten, C. M., (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75, 173-180.
• Field, A. (2009). Discovering statistics using SPSS: Sage Publications Limited.
• Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research. RELC Sage Publications, 39(2), 188-213.
• Goh, C. C.M. & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255-274, DOI: 10.1080/09658416.2013.769558
• Golchi, M., M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistic, 2(4), 115-128.
• Habermehl, A. (2012). Eighth graders’ readings of paper and computer screen stories: A case study of one classroom. Unpublished Master’s Project. Department of Language, Learning and Leadership of State University of New York at Fredonia, New York.
• Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles, 2.
• Hu, L. t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
• Janusik, L. (2002). Teaching listening: What do we do? What should we do? International Journal of Listening, 16, 5-39.
• Kazancı, Z. (2015). University students’ preferences of reading from a printed paper or a digital screen ― A longitudinal study. International Journal of Culture and History, 1(1).
• Kök, İ. (2018). Relationship between listening comprehension strategy use and listening comprehension proficiency. International Journal of Listening, 32(3), 163-179, DOI: 10.1080/10904018.2016.1276457
• Kurata, K., Ishita, E., Miyata, Y., & Minami, Y. (2016). Print or digital? Reading behavior and preferences in Japan. Journal of the Association for Information Science and Technology, 68(4), 884–894. doi:10.1002/asi.23712
• Lin, C. & Gan, X. (2014). Taiwanese college students’ use of English listening strategies and self-regulated learning. International Journal on Studies in English Language and Literature (IJSELL) 2(5), pp. 57-65.
• Liu, H. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. ARECLS, 5, pp. 84-104.
• Liu, Z. (2005). Reading behavior in the digital environment. Journal of Documentation, 61, 700-712.
• Ma, X. (2015). Listening strategies use in the internet learning environment by non-English major college students: A comparison between male and female listeners. International Journal of Culture and History, 2, 2332-5518.
• Miles, J., & Shevlin, M. (2007). A time and a place for incremental fit indices. Personality and Individual Differences, 42(5), 869-874.
• Mizrachi D, Salaz AM, Kurbanoglu S, Boustany J, on behalf of the ARFIS Research Group (2018). Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis. PLoS ONE 13(5): e0197444. doi:10.1371/journal.pone.0197444
• Morley, J. (2001).Aural comprehension instruction: Principles and practices. In Marianne Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 69-85) Boston: Heinle and Heinle.
• Neuhäuser, M., & Hothorn, L. A. (1999). An exact Cochran–Armitage test for trend when dose–response shapes are a priori unknown. Computational statistics & data analysis, 30(4), 403-412.
• O’Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 11(4).
• Olejnik, S. (1978). Factors affecting the relationship between listening and reading. Reading Horizons, 18(4), p.277-281.
• Osada, N. (2001). What strategy do less proficient learners employ in listening comprehension? A reappraisal of bottom-up and top-down processing. Applied Linguistics, 5, 73–90.
• Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
• Ögeyik, M. C and E. Akyay. (2009). Investigating reading habits and preferences of student teachers at foreign language departments. The International Journal of Language, Society and Culture, 28.
• Rost, M. (2001). Listening. In Ronald Carter, and David Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 7-13). Cambridge: Cambridge University Press.
• Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78 (2), 199-221.
• Seok, S. and DaCosta B. (2016). Perceptions and preferences of digital and printed text and their role in predicting digital literacy. Asian Social Science 12(5):14. doi:10.5539/ass.v12n5p14 URL: http://dx.doi.org/10.5539/ass.v12n5p14
• Sheshgelani, A. P., Sadeghli, H., & Aidinlon, N. A. (2013). The effect of explicit listening comprehension strategy instruction on listening comprehension strategy use of Iranian EFL learners. International Journal of Social Sciences & Education, 2(4), 1113-1121.
• Shonfeld, M. & Meishar-Tal, H. (2016). Writing and reading preferences for student learning in a paperless classroom. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 787-792). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
• Siegel, J. (2013). Second language learners' perceptions of listening strategy instruction. Innovation in Language Learning and Teaching, 7(1), 1-18, DOI:10.1080/17501229.2011.653110
• Spencer, C. (2006). Research on learners’ preferences for reading from a printed text or from a computer Screen. Journal of Distance Education, 21(1), 33-50.
• Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-898.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
• Vandergrift, L. (2003a). From prediction through reflection: Guiding students through the process of L2 listening. The Canadian Modern Langage Review/La reviue canadiennes des langues vivantes, 59 (3), 129-141.
• Vandergrift, L. (2003b). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
• Vandergrift, L. (2004). Listening to learn or learn to listen? Annual Review of Applied Linguistics. 24, 3.
• Vandergrift, L. ve Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study, Language and Learning, 60(2), 470-497.
• Wheaton, D. (1977). Assessing reliability and stability in panel models. Sociological methodology.