Etkin bir Dil Öğrencisi Nasıl Olur? Mütercim ve Tercümanlık Bölümü Öğrencilerinin Üç Yıllık Dönemdeki Değişen Algıları

Öz

Bu çalışma, Mütercim ve Tercümanlık Bölümüne kayıtlı öğrencilerin etkin yabancı dil öğrencileri konusundaki algılarını bölümdeki eğitimleri süresinde üç yıllık bir dönem boyunca incelemeyi ve varsa bu algılardaki değişimleri ortaya çıkarmayı amaçlamaktadır. Çalışmanın katılımcıları Türkiye’nin güneyinde yer alan bir devlet üniversitesinde Mütercim ve Tercümanlık Bölümünde Hazırlık, 1. Sınıf ve 2. Sınıfa kayıtlı öğrencilerden oluşmaktadır. Çalışmanın verileri Repertuar Ağı Tekniği ve yüz yüze görüşmeler yoluyla toplanmıştır. Katılımcılar, çalışmanın ilk yılında 12, ikinci yılında 37 ve üçüncü yılında 26 öğrenciden oluşmuştur. Çalışma verileri, öğrencilerin eğitimleri sırasındaki etkin yabancı dil öğrencileri konusundaki algılarını belirlemek ve varsa değişimleri ortaya çıkarabilmek amacı ile üç yıllık bir dönemde her yıl toplanmıştır. Veriler Repertuar Ağı Analizi ve içerik analizi yöntemleri kullanılarak nitel olarak analiz edilmiştir. Veri toplama araçlarından elde edilen bulgular, Mütercim ve Tercümanlık bölümüne kayıtlı öğrencilerin algılarının Eğitim süreçleri boyunca sınavların geri etkisi ve İngilizce uzmanlık alanı olan bir bölümde verilen eğitimin etkisi ile değişikliğe uğradığını göstermiştir.

Anahtar Kelimeler

• Etkin Öğrenciler
• Yabancı Dil Öğrencisi
• Repertuar Ağı
• Çeviri

What Makes an Effective Language Learner? Translation and Interpreting Department Students’ Changing Perceptions over a 3-year Period

Öz

This study aims to investigate perceptions of the students enrolled in the Department of Translation and Interpreting in relation to what makes an effective foreign language learner and explore the changes in these perceptions, if any, over a 3-year period. The participants were enrolled in prep year, first-year, and second-year at a state university located in southern Turkey. Data were collected from 12 students in the first year, 37 students in the second year, and 26 students in the third year of the study. The Repertory Grid Technique and interviews were utilized as data collection tools, which were administered on yearly basis over three years with a view to exploring the changes in students’ perceptions about what makes an effective foreign language learner during their education. Data were analyzed using Repertory Grid and content analysis methods. The results showed that students’ perceptions went through changes that indicated the washback effects of the exams as well as of the education in an English-major department.

Anahtar Kelimeler

• Effective Learners
• Foreign Language Learner
• Repertory Grid
• Translation

Kaynakça

1. Abdullayeva, G. G. (2021). Personality characteristics of good language learners in terms of training professional interpreters. Web of Scientist: International Scientific Research Journal, 2(10), 108-118. https://doi.org/10.17605/OSF.IO/NT7CA
2. Ahmad, S., & Rao, C. (2012). Examination washback effect: syllabus, teaching methodology and the learners’ communicative competence. Journal of Education and Practice, 3(15), 173-183.
3. Ahmeda, H. A., & Hasanb, I. A. (2020). Foreign language autonomous learning: A theoretical account. International Journal of Innovation, Creativity and Change, 12(4), 607-618.
4. Altunay, U., & Bayat, Ö. (2009). The relationship between autonomy perception and classroom behaviors of English language learners. Dil Dergisi, 144, 7-15. https://doi.org/10.1501/Dilder_0000000108
5. Arıkan, A. (2010). Effective English language teacher from the perspectives of prospective and in-service teachers in Turkey. Electronic Journal of Social Sciences, 9(31), 209-223.
6. Atmowardoyo, H., Weda, S. & Sakkir, G. (2020). Information technology used by millennial good English language learners in an Indonesian university to improve their English skills. Solid State Technology, 63(5), 9532-9547.
7. Bahrani, T., & Tam, S. (2012). Informal language learning setting: Technology or social interaction? The Turkish Online Journal of Educational Technology, 11(2), 142-149.
8. Bassnett, S. (1980). Translation Studies. Routledge.

9. Bjorklund, L. (2008). From Novice to Expert: Intuition in a Cognitive and Educational Perspective [Unpublished doctoral dissertation]. Linköping University.
10. Boyle, T. A. (2005). Improving team performance using repertory grids. Team Performance Management, 11(5/6), 179–187. https://www.doi.org/10.1108/13527590510617756
11. Bozorgian, H. (2012). The relationship between listening and other language skills in international English language testing system. Theory and Practice in Language Studies, 2(4), 657-663. https://www.doi.org/10.4304/tpls.2.4.657-663
12. Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman.
13. Bulut, M. (2003). ‘Ilkögretim matematik ögretmeni adaylarının etkili matematik ögretimi ve ögretmenleri ile ilgili görüsleri’ (Pre-service teachers’ views on effective teaching and effective teacher of Mathematics). [Unpublished Master’s thesis]. Gazi University, Turkey
14. Cekaite, A. (2017). What makes a child a good language learner? Interactional competence, identity, and immersion in a Swedish classroom. Annual Review of Applied Linguistics, 37, 45. https://doi.org/10.1017/S0267190517000046
15. Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-22. https://doi.org/10.1111/j.1944-9720.1989.tb03138.x
16. Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. https://doi.org/10.1017/S0267190505000061
17. Cohen, A. (2014). Strategies in learning and using a second language. London: Routledge. https://doi.org/10.4324/9781315833200
18. Çakmak, M. (2001) ‘Etkili ögretimde ögretmenin rolü’ (The role of teacher in the effective teaching context), Çagdas Egitim Dergisi, 26(274), 22-28.
19. Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge. https://doi.org/10.4324/9781410613349
20. Dwyer, M. (1978). Strategies for improving visual learning. Learning Services Publications.
21. Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
22. European Committee for Standardization. (2006). European standard EN 15 038. Translation services - Service requirements. European Committee for Standardization, Brussels.
23. Feyten, C. M. (1991). The power of listening ability: an overlooked dimension in language acquisition. The Modern Language Journal, 75(2), 173-180. https://doi.org/10.2307/328825
24. Gardiner, I. A., Littlejohn, A., & Boye, S. (2021). Researching learners’ perceptions: The use of the repertory grid technique. Language Teaching Research. https://doi.org/10.1177/13621688211013623
25. Gardner, R. C., & Lalonde, R. N. (1984). Investigating a causal model of second language acquisition: Where does personality fit? Canadian Journal of Behavioural Sciences, 16(3), 224-234. https://doi.org/10.1037/h0080844
26. Grenfell, M., & Macaro, E. (2007). Claims and critiques. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 9–28).
27. Griffiths, C. (Ed.). (2008). Lessons from good language learners. Cambridge University Press.
28. Griffiths, C. (2010). Strategies of successful language learners. Journal of English Language Studies, 1(3), 1-18.
29. Griffiths, C. (2015). What have we learnt from ‘good language learners’? ELT Journal, 69(4), 425-433. https://doi.org/10.1093/elt/ccv040
30. Gunning, J. (2006). The good learner and the poor one. Accessed: https://gifu-pu.repo.nii.ac.jp/index.php?action=pages_view_main&active_action=repository_action_common_download&item_id=6508&item_no=1&attribute_id=18&file_no=1&page_id=13&block_id=51 February 2021)
31. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
32. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294. https://doi.org/10.2307/327506
33. Hunter, M. G. (1997). The use of RepGrids to gather interview data about information systems analysts. Information Systems Journal, 7(1), 67-81. https://doi.org/10.1046/j.1365-2575.1997.00005.x
34. Jankowicz, D. (2001). Why does subjectivity make us nervous? Making the tacit explicit. Journal of Intellectual Capital, 2(1), 61-73. https://doi.org/10.1108/14691930110380509
35. Kalay, D. (2017). What makes an effective EFL teacher? Investigations on student and teacher perspectives. Electronic Turkish Studies, 12(25), 421-433
36. Kayaoglu, M. (2013). Naci. "Poor and Good Learners' Language Beliefs and Their Influence on Their Language Learning Strategy Use." Novitas-ROYAL (Research on Youth and Language), 7(1), 36-54.
37. Kelly, G. (1955). Personal construct psychology. Norton.
38. Korkmaz, Ş. Ç., & Yavuz, A. (2011). ELT student teachers’ perspectives of an effective English teacher. Eğitimde Kuram ve Uygulama [Theory and Practice in Education], 7(2), 207-229.
39. Kozikoğlu, İ. (2017). Prospective teachers' cognitive constructs concerning ideal teacher qualifications: A phenomenological analysis based on repertory grid technique. International Journal of Instruction, 10(3), 63-78. https://doi.org/10.12973/iji.2017.1035a
40. Kusumarasdyati, E. (2005). Subtitled movie DVDs in foreign language classes [Unpublished master’s thesis]. Monash University.
41. Küçükahmet, L. (2002). Ögretmenlik meslegine giris (Introduction to the Teaching Profession), Nobel Yayınları, Turkey.
42. Le, V. C. (2000). Language and Vietnamese pedagogical contexts. In J. Shaw, D. Lubelska, & M. Noulett (Eds.), Partnership and interaction: Proceedings of the Fourth International Conference on Language and Development, Hanoi, Vietnam, October 13–15, 1999 (pp. 73–80). Bangkok: Asian Institute of Technology
43. Li, X., & Wang, P. (2015). A research on using English movies to improve Chinese college students' oral English. Theory and Practice in Language Studies, 5(5), 1096-1100 http://dx.doi.org/10.17507/tpls.0505.26
44. Mahalingam, K., & Yunus, M. M. (2017). Good language learners and their strategies: An insight. Proceedings of the ICECRS, 1(1), 359-366. https://doi.org/10.21070/picecrs.v1i1.504
45. Malekan, F., & Hajimohammadi, R. (2017). The relationship between Iranian ESP learners' translation ability and resilience in reading comprehension. International Journal of Education and Literacy Studies, 5(2), 47-52.
46. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
47. Moynihan, T. (1996). An inventory of personal constructs for information systems project risk researchers. Journal of Information Technology, 11(4), 359-371. https://doi.org/10.1177/026839629601100409
48. Nadif, B., & Benattabou, D. (2021). Rethinking the insights from good language learner studies: Moroccan learners of EFL as a case study. International Journal of Linguistics, Literature and Translation, 4(3), 61-73. https://doi.org/10.32996/ijllt.2021.4.3.7
49. Naiman, N., Fröhlich, M., & Todesco, A. (1978). The good language learner. Ontario Institute for Studies in Education.
50. Nazri, N. M., Yunus, M. M., & Nazri, N. D. M. (2016). Through the lens of good language learners: What are their strategies? Advances in Language and Literary Studies, 7(1), 195- 202.
51. Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322. https://doi.org/10.2307/3587650
52. O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
53. Oxford, R. L. (1992). Research on second language learning strategies. Annual Review of Applied Linguistics, 13, 174-187. https://doi.org/10.1017/S0267190500002452
54. Özmen, K. S. (2011). Washback effects of the inter-university foreign language examination on foreign language competences of candidate academics. Novitas-ROYAL (Research on Youth and Language), 5(2), 215-228.
55. Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications.
56. Peacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System, 29(2), 177-195. https://doi.org/10.1016/S0346- 251X(01)00010-0
57. Peregoy, S. F., & Boyle, O. F. (2000). English learners reading English: What we know, what we need to know. Theory Into Practice, 39(4), 237-247. https://doi.org/10.1207/s15430421tip3904_7
58. Qiu, J. (2017). The effect of English movies on college English listening teaching. Theory and Practice in Language Studies, 7(11), 1011-1024. http://dx.doi.org/10.17507/tpls.0711.10
59. Rahemi, E. F., Jufri, J., & Ardi, H. (2013). The correlation between reading comprehension and translation ability: A correlational study on fourth year students at English department of UNP. Journal of English Language Teaching, 1(2), 178-186. https://doi.org/10.24036/jelt.v1i2.1951
60. Reynolds, R. (2013). Personal Construct Theory. In T. Wilson (Ed.), Theory in information behaviour research (pp. 68-82). Eiconics.
61. Rozenszajn, R., Kavod, G. Z., & Machluf, Y. (2021). What do they really think? the repertory grid technique as an educational research tool for revealing tacit cognitive structures. International Journal of Science Education, 43(6), 906-927. https://doi.org/10.1080/09500693.2021.1891323
62. Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41-51. https://doi.org/10.2307/3586011
63. Sadiku, A. (2017). The impact of subtitled movies on vocabulary development. Education and Development & Psychology Sciences, 40-45. https:// 10.33107/ijbte.2017.6.1.04
64. Steffen, K. (2018). Promoting effective language development in English language learners through a school garden-based curriculum. School of Education Student Capstone Projects, 141
65. Stern, H. H. (1975). What can we learn from the good language learner? Canadian: Modern Language Review, 31, 304-318. https://10.3138/cmlr.31.4.304
66. Stewart, V., Stewart, A., & Fonda, N. (1981). Business applications of repertory grid. McGraw-Hill.
67. Sykes, A. H. (2015). The good language learner revisited: A case study. Journal of Language Teaching and Research, 6(4), 713. http://dx.doi.org/10.17507/jltr.0604.02
68. Thota, N. (2011). Repertory grid: Investigating personal constructs of novice programmers. In Proceedings of the 11th Koli Calling International Conference on Computing Education Research (pp. 23-32). https://doi.org/10.1145/2094131.2094137
69. Vann, R., & Abraham, R. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24(2), 223-234. https://doi.org/10.2307/3586898
70. Whyte, G., & Bytheway, A. (1996). Factors affecting information systems’ success. International Journal of Service Industry Management, 7(1), 74-93. https://doi.org/10.1108/09564239610109429
71. Wong, L. L., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163. https://doi.org/10.1016/j.system.2011.05.004
72. Yıldırım, R., & İşpınar Akçayoğlu, D. (2019). A study of young gifted learners’ and their teachers’ perceptions of effective EFL learners. Journal for the Education of the Gifted, 42(1), 85-104. https://doi.org/10.1177/0162353218816507