İngilizceyi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin Kelime Öğrenme Stratejileri Üzerine Bir Çalışma

Hismanoğlu, Murat; Turan, Yusuf Ziyaettin

doi:10.16916/aded.575501

Cited by 2 publications

(1 citation statement)

References 26 publications

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“…There are various studies in the literature that are focused on determining vocabulary learning strategies of foreign language learners (Bekleyen, 2005;Çelik & Toptaş, 2010;Çelikkaya, 2012;Engin, Dikbayır, & Genç, 2017;Gömleksiz, 2013;Hişmanoğlu & Turan, 2019;Kırmızı, 2014;Kırmızı & Topcu, 2014;Noprianto & Purnawarman, 2019;Tanyer & Ozturk, 2014). There are also studies that examine strategy use of TFL learners in terms of language learning strategies (Alyılmaz & Şengül, 2017;Akın & Çetin, 2016;Barut, 2015;Boylu, 2015;Bölükbaş, 2013;Şengül, 2012;Varışoğlu, 2017).…”

Section: Introductionmentioning

confidence: 99%

Turkish as a foreign language learners’ use of vocabulary learning strategies

Göçen¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Learning a foreign language includes learning vocabulary together with grammar rules and using language skills by means of them. Words are presented to learners through teachers and coursebooks in educational processes. Yet, it is not possible to teach all the words through lessons, so learners are expected to become independent vocabulary learners. Learners can achieve this when they know and use the vocabulary learning strategies. To be able to support them in becoming independent vocabulary learners, teachers need to determine their level of strategy use and which strategies they use and examine if these differ according to different variables. For this reason, this study aims to determine the level of Turkish as a foreign language (TFL) learners' use of vocabulary learning strategies. For this purpose, the data in this study designed by using survey model were collected from 169 students that learn TFL at A1, A2, B1, B2, and C1 levels. "Foreign Language Vocabulary Learning Strategies Scale" developed by Kocaman and Kızılkaya Cumaoğlu (2014) was used as data collection tool. Frequencies, arithmetic means, and standard deviations were calculated, and t-test, ANOVA, and LSD tests were used for data analysis. As a result, the vocabulary learning strategies were identified and the level of TFL learners' strategy use was determined. The data were tested to check if there were any statistically significant differences among variables: gender, language level, region, ancestry, and native language.

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Section: Introductionmentioning

confidence: 99%

Turkish as a foreign language learners’ use of vocabulary learning strategies

Göçen¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Does Context Matter? Vocabulary Learning Strategy Use in Second and Foreign Language Contexts

YILMAZ

Çöker

2023

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS) surely promotes vocabulary learning. The aim of the present study is to examine the role of language learning context (EFL and ESL) in Turkish graduate learners’ VLS use. A descriptive research design was employed in the study. The participants were recruited from two contexts, namely; ESL and EFL. The ESL participants were 49 Turkish graduate (masters or doctorate) learners in various departments at 21 universities in the UK while the EFL participants were 79 graduate students attending all-English departments at 27 Turkish universities. Study data were collected via ‘Vocabulary Learning Strategies Questionnaire’. Descriptive statistics, t test, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were utilized in the data analyses. Research results revealed a significant difference between ESL (the UK) and EFL (Turkey) learners’ VLS use in favour of EFL learners. However, gender and academic major were not found to have any significant effect on learners’ VLS use. Moreover, Discovery-Determination strategies were the most frequently used VLS group while Consolidation-Social strategies were the least frequently used category in both groups. VLS instruction should be considered in both contexts. Also, further research into the reasons why VLS use differs in the ESL and EFL contexts is suggested.

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İngilizceyi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin Kelime Öğrenme Stratejileri Üzerine Bir Çalışma

Cited by 2 publications

References 26 publications

Turkish as a foreign language learners’ use of vocabulary learning strategies

Turkish as a foreign language learners’ use of vocabulary learning strategies

Does Context Matter? Vocabulary Learning Strategy Use in Second and Foreign Language Contexts

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