İngilizce öğretiminde dil öğrenme stratejileri öğretiminin öğrenci başarısına etkisi
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Date
2007
Authors
Aydemir, Umut Vedat
Journal Title
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Publisher
Uludağ Üniversitesi
Abstract
Kelime ögrenme stratejileri ögretiminin ögrencilerin kelime ögrenme düzeylerinde fark olusturup olusturmadıgının incelendigi bu çalısma, 2006–2007 ögretim yılının ikinci yarısında Bursa’da bir orta ögretim kurumunun 9 uncu sınıf ögrencileriyle gerçeklestirilmistir. Veri toplama araçları olarak Kelime Ögrenme Stratejisi Kullanım Testi ve Kelime Ögrenme Stratejileri Anketi kullanılmıstır. Ölçeklerden elde edilen veriler SPSS 11 programı kullanılarak analiz edilmis, t-testinin sonuçları, yüzde ve frekans degerleri tablolar halinde gösterilmistir. Anlamlılık düzeyi .05 olarak alınmıstır. Elde edilen bulgulardan yola çıkarak kelime ögrenme stratejileri ögretimi yapılan grubun, kelime ögrenme stratejileri egitimi almayan gruptan istatistiksel olarak anlamlı ölçüde basarılı oldugu görülmüstür. Sonuç olarak kelime ögrenme stratejileri ögretiminin ögrencilerin kelime ögrenme düzeylerine olumlu katkıları oldugu degerlendirilmektedir.
The aim of this study was to investigate the effects of the instruction of vocabulary learning strategies on students’ vocabulary achievement. The study was carried out on the 9th grade students of a high school in Bursa, in 2006–2007 academic years. A Vocabulary Learning Strategy Use Test and a Vocabulary Learning Strategies Questionnaire were used to collect the data. At the end of the application process, the data was analyzed by SPSS 11 ( a statistics program designed for social sciences). The t-test values, percentages and frequencies were shown in tables. Since the experimental group, which was exposed to the instruction of vocabulary learning strategies ,in this case, showed a better performance in vocabulary post-test than the control group, which was not given any instruction on vocabulary learning strategies, it can be said that the instruction of vocabulary learning strategies makes a significantly positive difference in students’ vocabulary achievement
The aim of this study was to investigate the effects of the instruction of vocabulary learning strategies on students’ vocabulary achievement. The study was carried out on the 9th grade students of a high school in Bursa, in 2006–2007 academic years. A Vocabulary Learning Strategy Use Test and a Vocabulary Learning Strategies Questionnaire were used to collect the data. At the end of the application process, the data was analyzed by SPSS 11 ( a statistics program designed for social sciences). The t-test values, percentages and frequencies were shown in tables. Since the experimental group, which was exposed to the instruction of vocabulary learning strategies ,in this case, showed a better performance in vocabulary post-test than the control group, which was not given any instruction on vocabulary learning strategies, it can be said that the instruction of vocabulary learning strategies makes a significantly positive difference in students’ vocabulary achievement
Description
Keywords
Yabancı dil ögrenme stratejileri, Kelime ögrenme stratejileri, Kelime ögrenme stratejileri ögretimi, Language learning strategies, Vocabulary learning strategies, The Instruction of vocabulary learning strategies
Citation
Aydemir, U. V. (2007). İngilizce öğretiminde dil öğrenme stratejileri öğretiminin öğrenci başarısına etkisi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.