Dil öğrenme stratejilerinin geliştirilmesi: çevrimiçi eğitim öncesinde ve sırasında öğrenci uygulamaları

Yıl 2022, Sayı: 26, 1039 - 1063, 21.02.2022

Betül Ertek

https://doi.org/10.29000/rumelide.1074519

Öz

Bu makale, İstanbul’da bulunan Marmara Üniversitesi Atatürk Eğitim Fakültesinde yer alan Fransız Dili ve Eğitimi Bölümündeki 52 öğrencinin katılımıyla gerçekleştirilmiş nicel tipi bir anketin sonuçlarını ele almaktadır. Bu çalışma, Lisans ve Yüksek Lisans öğrencilerinin çevrimiçi eğitimden önceki ve çevrimiçi eğitim sırasındaki dil öğrenim stratejilerini incelemektedir. Eğitimdeki durum değişikliğiyle beklenmedik bir şekilde karşı karşıya kalan öğrenciler, bir gecede hiç aşina olmadıkları bir çevrimiçi çalışma yöntemini takip etmek zorunda kaldılar. Yalnızca stratejik, teknik, teknolojik, organizasyonel, mekânsal değil, aynı zamanda psikolojik ve sosyolojik olarak ilişkisel düzeylerde de uyarlamaların derhal yapılması gerekti. Bu araştırma, öğrencilerin dil öğrenme stratejilerini dört ana eksene göre ön plana çıkarmaktadır: birinci eksen bilişsel stratejilere dayanmaktadır, ikinci eksen üstbilişsel stratejileri vurgulamaktadır, üçüncü eksen duygusal stratejiler üzerinedir, dördüncü ve son eksen ise kaynak yönetimi üzerinedir. Amaç, çevrimiçi eğitim boyunca öğrenci çalışma uygulamalarının öğrenim açısından gelişimini kavramak ve bu yeni eğitim şekline uyum sağlamak amacıyla öğrencilerin bizzat kendileri tarafından geliştirilen yeni stratejileri anlamaktır. Alışık oldukları dil öğrenme stratejilerine bağlı mı kaldılar? Yoksa yeni dil öğrenim stratejileri mi geliştirdiler? Çevrimiçi eğitim sürecinde öğrencilerin çalışmaya öncekiyle aynı dil öğrenim stratejileri ile devam edip etmediklerini ve öğrenme stratejilerini gerektiği gibi yeniden ayarlayıp ayarlamadıklarını, değiştirip değiştirmediklerini veya geliştirip geliştirmediklerini anlamaya çalıştık.

Anahtar Kelimeler

Çevrimiçi eğitim, öğrenme stratejilerinin geliştirilmesi, dil öğrenim stratejileri, öğrenci uygulamaları, Fransız dili

Development of language learning strategies: student practices before and during online education

Öz

This article presents the results of a quantitative survey carried out with the participation of 52 students in the Department of French Language Teaching at Atatürk Faculty of Education of Marmara University in Istanbul. This study questions the language learning strategies of bachelors and master degree students before and during online education. Unexpectedly confronted with a change of situation in education, the students found themselves overnight having to follow an online way of studying to which they were unfamiliar with over the night. Not only strategic, technical, technological, organizational and spatial but also psychological and sociological adaptation were immediately necessary. This study highlights the language learning strategies of students based on four main axes: the first one is based on cognitive strategies, the second one emphasizes metacognitive strategies, the third one is on effective strategies and the fourth and the last one is on resource management strategies. The aim is to understand the development of student learning practices during online education, and to understand the new strategies put in place by the students themselves in order to adapt to this new way of teaching. Have they stuck to their familiar language learning strategies or have they developed new language learning strategies? We tried to understand whether the students continued studying using the same language learning strategies as before during online education or not, and whether they readjusted, modified, developed their learning strategies as needed.

Anahtar Kelimeler

Online education, development of learning strategies, language learning strategies, student practices, French language

Kaynakça

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