Türkçe Öğretmeni̇ Adaylarinin İngi̇li̇zce Di̇l Öğrenme Strateji̇leri̇ne İli̇şki̇n Görüşleri̇ni̇n İncelenmesi̇

Abstract

The aim of this study is to explore prospective Turkish Language teachers' perceptions of their language learning strategies. We aimed to see if prospective teachers' opinions toward language learning strategies differed related to gender variable. The research group consisted of sophomores enrolled at the department of Turkish Language Education at Education Faculty of Fırat University in the Fall term of 2012-2013 academic year. Data of the study was collected by using Strategy Inventory of Language Learning developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2008). The five-point Likert-style scale included 50 items and six subscales entitled memory, cognitive, compensation, metacognitive, affective and social strategies. Mean score, standard deviation, Levene statistics and independent samples t test were utilized to analyze the data. As a result of the study, it was determined that prospective Turkish Language teachers have had some insufficiencies in memory, cognitive, compensation, metacognitive, affective and social strategies in English language learning process and no statistically significant differences were observed between their opinions in terms of gender variable. Based on the findings obtained through the study, some useful recommendations are offered for the prospective Turkish Language teachers to use English language learning strategies more efficiently and help them increase the usage level of these strategies.

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

“…To this end, language teaching programs and coursebooks used for foreign language teaching should be encouraging learners to use vocabulary learning strategies in all levels and should inform learners of strategy use (Çelik & Toptaş, 2010;Gömleksiz, 2013). According to Sokmen (1997), conducting various in-class vocabulary activities would give learners chances to find the potentially appropriate strategies for themselves.…”

A Comparative Study of Language Learning Strategies Used by Monolingual and Bilingual Learners

“…This finding indicates that women are more efficient and organized in their process of foreign language-learning. There are also studies that suggest men make more use of language learning strategies than women (Wharton, 2000;Özyılmaz, 2012), and studies that fail to find any significant differences between the two genders in this respect (Aydın, 2003;Kondo & Ying-Ling, 2004;Rahimi, Riazi, & Saif, 2008;Tuncer, 2009;Gömleksiz, 2013). Differences in the language learning strategies used by men and women can be explained with reference to the different learning styles adopted by the two genders, differences in socialization, or physiological factors (Wharton, 2000).…”

Öğrencilerin dil öğrenme stratejileri ve ingilizce özyeterlik inançlarının incelenmesi: Afyonkarahisar ili örneği

“…Gömleksiz (2013) ve Hamamcı (2012) tarafından yapılan çalışma bulgular bu çalışmanın bulgularını destekler niteliktedir. Bulgular öğrencilerin dil öğrenirken yaşadıkları duyguları kısmen yazdıklarını göstermektedir.…”

“…Bulgular öğrencilerin dil öğrenirken yaşadıkları duyguları kısmen yazdıklarını göstermektedir. Gömleksiz (2013) çalışmasında öğrencilerin duyuşsal stratejileri çok az kullandıkları sonucuna ulaşmıştır. Hamamcı (2012), çalışmasında benzer bir sonuca ulaşmıştır.…”

“…Öğrencilerin sosyal stratejileri kısmen kullanmaktadırlar. Gömleksiz (2013) ve Hamamcı (2012) tarafından yapılan çalışmalarla örtüşmektedir.…”