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Öğrenme stillerine dayalı dil öğrenme stratejileri eğitiminin okuduğunu anlama becerisine etkisi

Yıl 2020, Sayı: 21, 697 - 714, 21.12.2020
https://doi.org/10.29000/rumelide.839149

Öz

Bu çalışmada, Türkiye’de bir devlet üniversitesinde İngilizce hazırlık eğitimi alan öğrencilerle gerçekleştirilmiş olan öğrenme stillerine dayalı dil öğrenme stratejisi eğitiminin öğrencilerin okuduğunu anlama becerisine etkisinin araştırıldığı bir deneysel çalışmanın sonuçları aktarılmıştır. Okuduğunu anlama becerisinin geliştirilmesi amacıyla çalışmada yer alan 52 hazırlık sınıfı öğrencisine 5 haftalık bir süre boyunca (bir kur) iki adet bilişsel öğrenme stratejisini (not alma ve özetleme stratejileri) içeren bir strateji eğitimi verilmiştir. Çalışmanın başlangıcında, öğrencilerin öğrenme stillerinin belirlenmesi için Kolb Öğrenme Stili Envanteri (3.1 Versiyonu, Kolb & Kolb, 2005b) kullanılmıştır. Stillere dayalı strateji eğitimini oluşturan derslerde okuduğunu anlama becerisinin geliştirilmesi için not alma ve özetleme stratejileri öğretilmiş ve bu stratejilerin kullanılmasına yönelik uygulamalar yapılmıştır. Okuma derslerinin farklı öğrenme stillerine sahip öğrencilere hitap edebilmesi ve öğrencilerin strateji eğitiminden mümkün olduğunca fazla fayda sağlayabilmeleri için dersler 4 MAT modeline (McCarthy, 1990) uygun olarak tasarlanmıştır. Bu eğitim modelinde dört temel koordinat ekseni yer almaktadır ve bu eksenlerin her biri bir öğrenme stilini temsil eder. Öğrenme stillerine dayalı öğrenme stratejisi eğitiminin okuduğunu anlama becerisine etkisini analiz etmek amacıyla ön test son test kontrol gruplu araştırma deseni kullanılmıştır. Stillere dayalı strateji eğitiminin, deney grubunda yer alan öğrencilerin okuduğunu anlama becerisine etkisini ölçmek için de ikili örneklem t testi kullanılmıştır. Deney grubu ve kontrol grubu arasındaki farkın değerlendirilmesi bağımsız örneklem t testi ile yapılmıştır. Araştırmanın sonuçları, deney grubu ve kontrol grubu arasında anlamlı derecede fark olduğunu ve stillere dayalı strateji eğitiminin öğrencilerin okuma becerilerinin geliştirilmesinde ve okuma metinlerini kavramalarının ilerletilmesinde etkili olduğunu göstermiştir.

Kaynakça

  • About Learning. [Image]. (2018). The 4MAT learning cycle. Retrieved from https://aboutlearning.com/2018/09/23/the-4mat-learning-cycle/
  • Allwright, R.L. (1990) What do we want teaching materials for? In Rossner, R. & Balitho, R. (Eds.), Currents of change in English language teaching. Oxford: Oxford University Press.
  • Berman, B. H. (1982). The 4Mat system: exploring relationships between left/right brain dominance, learning styles and implications for training. NSPI Journal, 21(1‐2), 9 – 12. DOI: https://doi.org/10.1002/pfi.7180210106
  • Blanten, W. E., Moorman, G.B., Wood, K. D. (1990). The role of purpose in reading instruction. The Reading Teacher 43(7), 486-492.
  • Chamot, A. U. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 25, 112-130. DOI: https://doi.org/10.1017/S0267190505000061
  • Cohen, A. D. & Susan J. W, (2005). Styles and strategies-based instruction: a teacher’s guide. Minneapolis, M.N., USA: University of Minnesota. Centre for Advanced Research on Language Acquisition (CARLA).
  • Corder, S. P. (1967). The significance of learner's errors. IRAL: International Review of Applied Linguistics in Language Teaching, 5(4), 161–170. Retrieved from https://doi.org/10.1515/iral.1967.5.1-4.161
  • Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1), 55-85. DOI: 10.2307/3587805
  • Ehrman, M. E., Leaver, B. L., Oxford, R. L. (2003). A brief overview of individual differences in second language learning. Elsevier Ltd., 31, 313-330. DOI: 10.1016/S0346-251X(03)00045-9
  • Eskey, D. E.(2005). Reading in a second language. In Hinkel, Eli (Ed.), Handbook of research in a second language reading (p. 563-597) New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
  • Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist 6, 126-135. Retrieved from https://doi.org/10.1080/19388076709556976
  • Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-405. DOI: 10.2307/3586977
  • Grabe, W. (2002). Reading in a second language. In Kaplan, Robert B. (Ed.), The Oxford handbook of applied linguistics (p. 47-59. New York, NY: Oxford University Press.
  • Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69. Cambridge University Press.
  • Green, J. M., Rebecca O.. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297. DOI: 10.2307/3587625
  • Griffths, C. (2004). Language learning strategies: theory and research. School of Foundations Studies, 1, 1-25., Retrieved from http://crie.org.nz/research-papers/c_griffiths_op1.pdf
  • Kaplan, R. B. (2002). The Oxford handbook of applied linguistics. USA: Oxford University Press
  • Kolb, A. Y., Kolb D. A. (2005a). Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning& Education, 4(2), 193-212. Retrieved from https://www.jstor.org/stable/40214287
  • Kolb, A., Kolb, D. A. (2005b). The Kolb learning style inventory-version 3.1 2005 technical specifications. Experience Based Learning Systems, 9, 1-71.
  • Kumaravadivelu, B. (1994). The post method condition: emerging strategies for second/foreign language teaching. Tesol Quarterly, 28 (1), 27-47. DOI: 10.2307/3587197
  • McCarthy, B. (1990). Using the 4Mat system to bring learning styles to schools. Educational Leadership. 31-37. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_mccarthy.pdf
  • McCarthy, B., Germain, C.St., Lippitt, L. (2002). The 4MAT research guide. Retrieved from http://www.4mat.dk/media/17158/research%20guide%204mat.pdf
  • Montgometry, S.M., Linda N. G. (1998). Student learning styles and their implications for teaching. The Center For Research On Learning And Teaching, The University of Michigan, 10, 1-8.
  • Naiman, N., Froanhlich, M., Stern, H.H., & Toedesco, A. (1978). The good language learner. Toronto, Canada: Ontario Institute for Studies in Education (OISE).
  • Oflaz, M. (2011). The effect of right and left brain dominance in language learning. Procedia Social and Behavioral Sciences, 15, 1507-1513. DOI:10.1016/j.sbspro.2011.03.320
  • O’Malley, J.M. & A.U. Chamot. (1990). Learning strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
  • Oxford, R. (1986). Second language learning strategies: current research and implications for practice. California University, Center for Language Education and Research, TR3, 3-48. Retrieved from https://files.eric.ed.gov/fulltext/ED278273.pdf
  • Oxford, R. L. (1990). Language learning strategies and beyond: a look at strategies in the context of styles. In S.S. Magnan (Ed.), Shifting the instructional focus to the learner, 35-55. Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
  • Oxford, R. L. (2003). Learning styles and strategies: an overview. GALA, 23, 1- 25.
  • Oxford, R., Crookall, D. (1989). Research on language learning strategies: methods, findings, and instructional issues. The Modern Language Journal, 73(4), 404-419.
  • Reid, Joy M. (1998). Understanding learning styles in the second language classroom. USA: Prentice Hall Regents.
  • Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1), 41-51. Retrieved from http://www.jstor.org/stable/3586011
  • Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10, 209-241. Retrieved from http://dx.doi.org/10.1515/iral.1972.10.1-4.209
  • Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly, 26(2), 289-318.
  • Stern, H. H. (1975). What can we learn from the good language learner?. Canadian Modern Language Review, 34, 304-318. DOI: 10.3138/cmlr.31.4.304
  • Wenden, A. & Rubin, J., (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.
  • Wenden, A. (2002). Learner development in language learning. Applied Linguistics, 23(1-1), 32–55. Retrieved from https://doi.org/10.1093/applin/23.1.32
  • Wilkerson, R. M., White, K.P. (1988). Effects of the 4Mat system of instruction on students’ achievement, retention, and attitudes. The Elementary School Journal, 88(4), 357-368.
  • Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, USA: Association for Supervision and Curriculum Development.

The effects of language learning strategies instruction based on learning styles on reading comprehension

Yıl 2020, Sayı: 21, 697 - 714, 21.12.2020
https://doi.org/10.29000/rumelide.839149

Öz

This article aims to reveal the results of an experimental study aiming to identify the effects of language learning strategies instruction (LLSI henceforth) based on learning styles on reading comprehension of EFL learners at the preparatory school of a state university in Turkey. 52 preparatory school students were given strategy instruction based on learning styles throughout an entire learning level (5 weeks) to help improve their reading comprehension ability. For that purpose, two cognitive learning strategies, namely note-taking and summarizing, were taught to learners. At the beginning of the study, students’ learning styles were identified using The Kolb Learning Style Inventory (Version 3.1, Kolb & Kolb, 2005b). The reading course that incorporated strategy instruction included teaching and practicing note-taking and summarizing strategies which match with identified learning styles. To help maximize the benefit of strategy instruction based on learning styles, the 4MAT Model (McCarthy, 1990) which includes four basic quadrants, each representing a learning style, was used for planning classes and learning activities. The effects of LLSI based on learning styles were analyzed through a pretest- posttest design. In order to assess to what extent reading strategies instruction based on learning styles increased students’ comprehension of reading texts in the experiment group, paired sample t-test was used. On the other hand, the differences between the experiment and the control group were examined using independent sample t-test. The results showed that there was statistically significant difference between the post test results of the experiment and the control groups and LLSI was effective in terms of improving students’ reading ability and increasing their comprehension of reading texts.

Kaynakça

  • About Learning. [Image]. (2018). The 4MAT learning cycle. Retrieved from https://aboutlearning.com/2018/09/23/the-4mat-learning-cycle/
  • Allwright, R.L. (1990) What do we want teaching materials for? In Rossner, R. & Balitho, R. (Eds.), Currents of change in English language teaching. Oxford: Oxford University Press.
  • Berman, B. H. (1982). The 4Mat system: exploring relationships between left/right brain dominance, learning styles and implications for training. NSPI Journal, 21(1‐2), 9 – 12. DOI: https://doi.org/10.1002/pfi.7180210106
  • Blanten, W. E., Moorman, G.B., Wood, K. D. (1990). The role of purpose in reading instruction. The Reading Teacher 43(7), 486-492.
  • Chamot, A. U. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 25, 112-130. DOI: https://doi.org/10.1017/S0267190505000061
  • Cohen, A. D. & Susan J. W, (2005). Styles and strategies-based instruction: a teacher’s guide. Minneapolis, M.N., USA: University of Minnesota. Centre for Advanced Research on Language Acquisition (CARLA).
  • Corder, S. P. (1967). The significance of learner's errors. IRAL: International Review of Applied Linguistics in Language Teaching, 5(4), 161–170. Retrieved from https://doi.org/10.1515/iral.1967.5.1-4.161
  • Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1), 55-85. DOI: 10.2307/3587805
  • Ehrman, M. E., Leaver, B. L., Oxford, R. L. (2003). A brief overview of individual differences in second language learning. Elsevier Ltd., 31, 313-330. DOI: 10.1016/S0346-251X(03)00045-9
  • Eskey, D. E.(2005). Reading in a second language. In Hinkel, Eli (Ed.), Handbook of research in a second language reading (p. 563-597) New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
  • Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist 6, 126-135. Retrieved from https://doi.org/10.1080/19388076709556976
  • Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-405. DOI: 10.2307/3586977
  • Grabe, W. (2002). Reading in a second language. In Kaplan, Robert B. (Ed.), The Oxford handbook of applied linguistics (p. 47-59. New York, NY: Oxford University Press.
  • Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69. Cambridge University Press.
  • Green, J. M., Rebecca O.. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297. DOI: 10.2307/3587625
  • Griffths, C. (2004). Language learning strategies: theory and research. School of Foundations Studies, 1, 1-25., Retrieved from http://crie.org.nz/research-papers/c_griffiths_op1.pdf
  • Kaplan, R. B. (2002). The Oxford handbook of applied linguistics. USA: Oxford University Press
  • Kolb, A. Y., Kolb D. A. (2005a). Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning& Education, 4(2), 193-212. Retrieved from https://www.jstor.org/stable/40214287
  • Kolb, A., Kolb, D. A. (2005b). The Kolb learning style inventory-version 3.1 2005 technical specifications. Experience Based Learning Systems, 9, 1-71.
  • Kumaravadivelu, B. (1994). The post method condition: emerging strategies for second/foreign language teaching. Tesol Quarterly, 28 (1), 27-47. DOI: 10.2307/3587197
  • McCarthy, B. (1990). Using the 4Mat system to bring learning styles to schools. Educational Leadership. 31-37. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_mccarthy.pdf
  • McCarthy, B., Germain, C.St., Lippitt, L. (2002). The 4MAT research guide. Retrieved from http://www.4mat.dk/media/17158/research%20guide%204mat.pdf
  • Montgometry, S.M., Linda N. G. (1998). Student learning styles and their implications for teaching. The Center For Research On Learning And Teaching, The University of Michigan, 10, 1-8.
  • Naiman, N., Froanhlich, M., Stern, H.H., & Toedesco, A. (1978). The good language learner. Toronto, Canada: Ontario Institute for Studies in Education (OISE).
  • Oflaz, M. (2011). The effect of right and left brain dominance in language learning. Procedia Social and Behavioral Sciences, 15, 1507-1513. DOI:10.1016/j.sbspro.2011.03.320
  • O’Malley, J.M. & A.U. Chamot. (1990). Learning strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
  • Oxford, R. (1986). Second language learning strategies: current research and implications for practice. California University, Center for Language Education and Research, TR3, 3-48. Retrieved from https://files.eric.ed.gov/fulltext/ED278273.pdf
  • Oxford, R. L. (1990). Language learning strategies and beyond: a look at strategies in the context of styles. In S.S. Magnan (Ed.), Shifting the instructional focus to the learner, 35-55. Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
  • Oxford, R. L. (2003). Learning styles and strategies: an overview. GALA, 23, 1- 25.
  • Oxford, R., Crookall, D. (1989). Research on language learning strategies: methods, findings, and instructional issues. The Modern Language Journal, 73(4), 404-419.
  • Reid, Joy M. (1998). Understanding learning styles in the second language classroom. USA: Prentice Hall Regents.
  • Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1), 41-51. Retrieved from http://www.jstor.org/stable/3586011
  • Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10, 209-241. Retrieved from http://dx.doi.org/10.1515/iral.1972.10.1-4.209
  • Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly, 26(2), 289-318.
  • Stern, H. H. (1975). What can we learn from the good language learner?. Canadian Modern Language Review, 34, 304-318. DOI: 10.3138/cmlr.31.4.304
  • Wenden, A. & Rubin, J., (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.
  • Wenden, A. (2002). Learner development in language learning. Applied Linguistics, 23(1-1), 32–55. Retrieved from https://doi.org/10.1093/applin/23.1.32
  • Wilkerson, R. M., White, K.P. (1988). Effects of the 4Mat system of instruction on students’ achievement, retention, and attitudes. The Elementary School Journal, 88(4), 357-368.
  • Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, USA: Association for Supervision and Curriculum Development.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Dünya dilleri, kültürleri ve edebiyatları
Yazarlar

Nazan Müge Uysal Bu kişi benim 0000-0001-8983-4367

Kadir Vefa Tezel Bu kişi benim 0000-0002-2636-1221

Yayımlanma Tarihi 21 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 21

Kaynak Göster

APA Uysal, N. M., & Tezel, K. V. (2020). The effects of language learning strategies instruction based on learning styles on reading comprehension. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(21), 697-714. https://doi.org/10.29000/rumelide.839149