Turkish adult language learners' preferences in language learning strategies
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Date
2006-09-28
Authors
Karatay, Mehmet
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu çalışmanın amacı, araştırma kapsamındaki yetişkin Türk öğrencilerin en yüksek sıklıkla kullandıkları yabancı dil öğrenim stratejilerini belirlemektir. Bu çalışmadaki katılımcılar İstanbul’da bir dil okulunda İngilizce öğrenen 44 yetişkin Türk öğrencidir. Katılımcıların hepsi erkektir. Tüm katılımcılar benzer eğitim öğretim geçmişine sahiptir. Tüm katılımcılar yabancı dil öğrenim stratejileri konusunda resmi ya da gayri resmi bir eğitim almadıklarını beyan etmişlerdir. Strateji kullanım sıklığını ölçmek için çalışmada Rebecca Oxford (1990) tarafından öğrencilerin dil öğrenim stratejilerindeki kullanım sıklıklarını ölçmek için oluşturulmuş “SILL” isimli anket kullanılmıştır. SILL yabancı dil öğrenen öğrencilerin yabancı dil öğrenim stratejilerindeki tercihlerini belirlemek dünyada en çok kullanılan anketlerden biridir. Anketler öğrencilere Türkçe diline çevrildikten sonra dağıtılmıştır. Öğrencilerin yanıtları kullanım sıklığı değerleri bakımından analiz edilmiştir. En çok kullanılan stratejileri belirlemek için anketteki her bir strateji maddesi için analiz yapılmıştır. Çalışmanın sonuçları araştırma kapsamındaki yetişkin Türk öğrencilerin en çok kullandıkları yabancı dil öğrenim stratejilerini ortaya koymuştur. 33 numaralı strateji maddesi (İngilizce’yi daha iyi nasıl öğrenebileceğimi araştırırım), 45 numaralı strateji maddesi (Herhangi bir şeyi anlamadığımda karşımdaki kişiden daha yavaş konuşmasını ya da söylediklerini tekrar etmesini isterim ), ve 32 numaralı strateji maddesi (İngilizce konuşan bir kişi duyduğumda dikkatimi toplarım ) en yüksek sıklıkla kullanılan yabancı dil öğrenim stratejilerinden bazılarıdır. Araştırmanın bulgularına dayanarak yetişkin Türk öğrencilerin dil öğrenim stratejilerindeki tercihleri hususunda daha fazla araştırma yapılması önerilmiştir. Ayrıca, Türkiye’deki dil okullarında strateji öğretiminin başlatılması da önerilmiştir.
The purpose of this study is to find the language learning strategies that are most frequently used by the adult Turkish students within the scope of this study. Participants in this study were 44 adult Turkish students who have been learning English as a foreign language in a language school in İstanbul. All of the participants were male with similar educational backgrounds. The students declared that they did not receive any formal or informal instruction in the area of language learning strategies. In order to measure frequency of strategy use, Strategy Inventory for Language Learning (SILL), which was devised by Rebecca Oxford (1990) as an instrument for assessing the frequency of use of language learning strategies by students, was used in this study. SILL is the most widely used inventory for determining the language learning strategies all over the world by students of foreign languages. The questionnaires were distributed to respondents after being translated into Turkish. Responses were analyzed in terms of frequency of language learning strategy use. The analysis was done for each of the items in SILL in order to have a clear idea of the most preferred strategies of the respondents. The results of the study revealed the language learning strategies that are most frequently used by the adult Turkish students within the scope of this study. Strategy item 33 (I try to find out how to be a better learner of English ), strategy item 45 ( If I do not understand something in English, I ask the other person to slow down or say it again ), and strategy item 32 (I pay attention when someone is speaking English ) are some of the most frequently used language learning strategies. Based on the findings of this research, it is recommended that further research about the preferences of Turkish adult learners in language learning strategies be done. Besides, starting strategy instruction in language schools in Turkey is also recommended.
The purpose of this study is to find the language learning strategies that are most frequently used by the adult Turkish students within the scope of this study. Participants in this study were 44 adult Turkish students who have been learning English as a foreign language in a language school in İstanbul. All of the participants were male with similar educational backgrounds. The students declared that they did not receive any formal or informal instruction in the area of language learning strategies. In order to measure frequency of strategy use, Strategy Inventory for Language Learning (SILL), which was devised by Rebecca Oxford (1990) as an instrument for assessing the frequency of use of language learning strategies by students, was used in this study. SILL is the most widely used inventory for determining the language learning strategies all over the world by students of foreign languages. The questionnaires were distributed to respondents after being translated into Turkish. Responses were analyzed in terms of frequency of language learning strategy use. The analysis was done for each of the items in SILL in order to have a clear idea of the most preferred strategies of the respondents. The results of the study revealed the language learning strategies that are most frequently used by the adult Turkish students within the scope of this study. Strategy item 33 (I try to find out how to be a better learner of English ), strategy item 45 ( If I do not understand something in English, I ask the other person to slow down or say it again ), and strategy item 32 (I pay attention when someone is speaking English ) are some of the most frequently used language learning strategies. Based on the findings of this research, it is recommended that further research about the preferences of Turkish adult learners in language learning strategies be done. Besides, starting strategy instruction in language schools in Turkey is also recommended.
Description
Keywords
Batı dilleri ve edebiyatı, Western linguistics and literature, Dilbilim, Linguistics, Eğitim ve öğretim, Education and training
Citation
Karatay, M. (2006). Turkish adult language learners' preferences in language learning strategies. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.