Foreign language learning strategies
65 theses under this subject heading
Ortaöğretim Almanca ders kitaplarında iletişimsel yeti ve dil becerilerinin ele alınması: A1.2 seviyesindeki "Deutsch" ve "Menschen" kitaplarının karşılaştırmalı analizi
Bu araştırma, Türkiye'deki ortaöğretim kurumlarında Almancanın ikinci yabancı dil olarak öğretildiği 11. sınıf düzeyinde kullanılan iki farklı A1.2 seviye ders kitabını; dört temel dil becerisi (dinleme, konuşma, okuma, yazma) ve iletişimsel yeterlik bağlamında karşılaştırmalı olarak değerlendirmeyi amaçlamaktadır. Bu kapsamda, Millî Eğitim Bakanlığı tarafından hazırlanarak 2023 yılında yayımlanan Deutsch A1.2 adlı yerli ders kitabı ile Hueber Yayınevi tarafından yayımlanan, uluslararası ölçekte yaygın biçimde kullanılan Menschen A1.2 (2012) kitabı analiz edilmiştir. Her iki kitap da Avrupa Dilleri Ortak Başvuru Metni (AOBM) çerçevesine dayalı olarak incelenmiştir. Araştırmada nitel yöntem tercih edilmiş; doküman incelemesi, içerik analizi ve uygulama sınavlarına dayalı karşılaştırmalı değerlendirme teknikleri bir arada kullanılmıştır. Her iki kitapta yer alan etkinlikler; sayı, tür, beceriye dağılım, çoklu beceri entegrasyonu, iletişimsel işlev ve otantiklik gibi ölçütlere göre değerlendirilmiştir. Ayrıca kitaplara dayalı olarak geliştirilen uygulama sınavları, 11. sınıf öğrencilerine uygulanmış; elde edilen veriler beş beceri alanında ayrı ayrı analiz edilmiştir. Deutsch A1.2 kitabı, Milli Eğitim Bakanlığı öğretim programına uyumlu sade bir yapıya sahiptir. Etkinliklerin sayısı sınırlı olmakla birlikte, dört temel beceriye dengeli biçimde yer verilmiş; ancak iletişimsel yeterliğe doğrudan yönelik etkinliklerin sayısı düşük kalmıştır. Görevler daha çok yapılandırılmış, yönlendirilmiş ve kontrollü biçimde sunulmuştur. Bu durum, kitapta dil bilgisi ve kelime odaklı ilerleyişin, etkileşim temelli öğrenmenin önüne geçtiğini göstermektedir. Buna karşın Menschen A1.2 kitabı, çoklu becerilerin entegrasyonuna dayalı, öğrenci merkezli ve etkileşim odaklı etkinliklerle öne çıkmaktadır. Kitapta görev temelli öğrenmeye dayalı özgün diyaloglar, kültürel içerikler ve otantik iletişim bağlamları ön plandadır. Beceriler arası geçiş doğal bir akışla sağlanmakta; öğrenciler dili hem işlevsel hem de bağlamsal olarak kullanmaya teşvik edilmektedir. Uygulama sınavları sonucunda, öğrencilerin özellikle konuşma ve iletişimsel yeterlik alanlarında zorlandıkları ve bu becerilere yönelik kitap içeriğinin yetersiz kaldığı görülmüştür. Menschen kitabı bu alanlarda göreli olarak daha işlevsel içerikler sunsa da, her iki kitapta da eksiklikler tespit edilmiştir. Bu araştırma, içerik ve uygulama temelli çok boyutlu bir yaklaşımla gerçekleştirilmiş olup, Almanca öğretmenlerine kitap seçimi ve kullanımında bilimsel dayanak sağlamayı ve yabancı dil öğretim materyallerinin geliştirilmesine katkıda bulunmayı hedeflemektedir.
Directed motivational currents and individual differences: A mixed-method investigation in the Turkish EFL context
This study aimed at investigating the role of individual difference (ID) factors, namely self-regulatory strategy use, language learning effort, ideal L2 self, and imaginary capacity/vision in the long-term sustainment of Directed Motivational Currents (DMC). To do so, a longitudinal mixed-method sequential explanatory research design was employed. Quantitative data were collected from 305 tertiary-level EFL learners via a composite survey instrument and the structural interactions between the variables were analyzed via path analysis. Results displayed that self-regulatory strategy use and language learning effort directly and strongly predicted DMC. While the ideal L2 self exerted an indirect effect on DMC, vision exerted both direct and indirect effects. Qualitative data were collected through language learning diaries and first and follow-up interviews from 9 participants chosen via retrodictive qualitative modeling, and then analyzed utilizing content analysis. Findings supported the impact of self-regulatory strategy use and L2 learning effort in DMC. Volitional use of self-regulation by pure DMC cases was displayed. While the DMC group preferred meta-affective and meta-cognitive strategies to regulate the emotional and mental challenges of the current, cognitive strategies were the most favored ones in the DMC-like, No-DMC and starting in DMC-like, and ending in no-DMC groups. Language learning effort in the groups was mainly in line with their motivational and affective states. On account of these results, this study brings new insights into the individual level variability of the DMC construct and offers several pedagogical implications to ensure sustaining the intense motivational current for optimum benefit in the SLA context.
The impact of autonomous learning on graduate students' proficiency level in foreign language learning
The purpose of the study is to investigate the impact of autonomous learning on graduate students' proficiency level in foreign language learning. This study is based upon two types of research conducted at Balıkesir University in the academic years of 2014-2015. The first one is survey analysis on the graduate (Master of Arts) students' foreign language learning styles and strategies to find out what extent they are autonomous. The second one is an experimental study which compares the exam results of two groups of graduate students to find out the instructed and non-instructed learning differences. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 750 graduate students enrolled in the Institution of Social, Science Institution and the Health Institution at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed (control group) and non-instructed (research group) on voluntary bases. The instructed group attended English classes but non-instructed group worked for YDS exam in their free times, on their own and did not receive any lectures. During the study, one more questionnaire SILL (Oxford, 1990)(the learning strategy inventory for language learners' survey) was also administered to the instructed and non-instructed groups of students (30) to see the learning and strategy differences of both groups. The duration of the study was six months. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level (M:3,5-5.00) but they used them in medium (M:2,9) level. The findings revealed that there is not a significant difference between the instructed and non-instructed classes based on the results of the sample language proficiency tests (YDS) and real YDS scores. The mean of last formal YDS exam of the experimental group is 47, 25 and the mean of the control group is 48, 03. We can, thus, come to conclusion that YDS exam preparation is more teacher dependent than individual autonomous study.
İki dillilere Türkçe öğretimine yönelik bir meta-sentez araştırması
Bu çalışma, Türkçe derslerinde zorlandıkları düşünülen iki dilli öğrencilerin, zorlandıkları konuların tespitiyle birlikte, bu durumda yabancı dil öğretiminde kullanılan beceri temelli yaklaşım, materyal ve etkinliklerden hareketle desteklenmesi konusuna dikkat çekmeyi hedeflemiştir. Bu amaç doğrultusunda, iki dillilik olgusu ile ilgili çalışmalar incelenmiş, yabancı dil ile ikinci dil öğretimi dinamikleri ele alınmış, Milli Eğitim Bakanlığı 7. ve 8. Sınıf Türkçe Ders Kitapları ile Yedi İklim A-B1-B2, İstanbul B1-B2, Yeni Hitit A2-B1 kitaplarının birbiriyle örtüşen belirli ünitelerin ve temaların mukayesesinden hareketle yabancı dil öğretimindeki etkinliklerin, materyallerin ve uygulamaların iki dilli öğrencilerin Türkçe derslerinde özellikle beceri odaklı kazanımlarda ihtiyaç duyulması durumunda kullanabileceğine yönelik öneriler verilmiştir. Bu bağlamda iki dilli öğrencilerde farkındalığın ne derece artabileceği, dilin sadece somut yönleriyle değil; aynı zamanda düşünsel dünyası, bilişsel boyutu gibi soyut yönüyle de gelişebileceği konusu bu çalışmada ele alınmıştır. Mevcut çalışmamızda, yerel literatürde belirli başlıklara odaklanmış olan iki dillilik ve iki dillilere Türkçe öğretimi konusunda farklı bir bakış sunulmuş olup bu kapsamda geliştirilebilecek yaz okulları, kulüpler, etkinlikler, materyaller ve ders saatleri gibi önerilerde bulunulmuştur.
Lehçenin yabancı dil olarak öğretiminde çevirinin ve çeviribilimin işlevi
Yabancı dil öğretimi ile çeviribilimin ilişkisini bağdaştırarak inceleyen pek çok kaynak bulunabilir. Ancak bu doktora tezi yabancı dil öğretimi ve çeviribilim genelinden hola çıkarak Lehçenin Türk öğrenicilere öğretimi özelinde bulgular ve yorumlar ile sonuçları ortaya koymuştur. Çeviribilim ve yabancı dil öğretimi arasındaki ilişkiyi Lehçenin yabancı dil olarak öğretimi örneğiyle irdeleyerek bu dilin öğretimi üzerine yabancı öğreticiler ile yabancı öğreniciler ve Türk öğreniciler ekseninde çeşitli çözümlemeler yapmıştır. Söz konusu çözümlemelerle Türkiye'de Lehçenin öğretimi konusuna yaklaşımlar sunulmuştur. Birinci bölümde çevirinin genel bağlamda ve yabancı dil öğretimi bağlamında tanımlarına değinilerek çeviribilim kuramları ve stratejileri ele alınmıştır. İkinci bölümde yabancı dil öğretimi alanında yapılmış çalışmalar dil öğretimi yaklaşımı ve yöntemleri temelinde incelenmiştir. Üçüncü bölümde Lehçenin öğretimine ilişkin alan yazın taraması yapılarak önemli görülen pek çok ülkede Lehçenin öğretimi konusunda bilgiler sunulmuştur. Dördüncü bölümde Lehçenin yabancı dil olarak öğretiminde çeviri ve çeviribilimin etkileri kapsamında Polonyalı araştırmacıların ortaya koyduğu olumlu/olumsuz yönler irdelenmiş ve bu Polonyalı araştırmacıların çevirinin önemini temellendirdikleri Diller İçin Avrupa Ortak Başvuru Metnine bağlı Aracılık kavramı detaylandırılmıştır. Tez için yapılan alan çalışmalarının ayrıntılı olarak ele alındığı beşinci bölümde bu alan çalışmaları sonucunda daha etkili sonuçlar elde edebilmek amacıyla uygulanmış anketlerin bulgularına ve yorumlarına yer verilmiştir. Sonuç bölümde ise Türkiye'de Lehçenin öğretimine ilişkin yeni yaklaşım ve öneriler anket sonuçları ve alan yazın taramalarının yansıttığı görüşler ışığında sunulmuştur.
The effectiveness of using morphological analysis as a vocabulary learning strategy
This study attempts to investigate the effectiveness of explicit instruction of morphological analysis on developing EFL high school learners' capacity to learn new vocabulary and the relationship between the morphological analysis and their learning styles. The study was a quasi-experimental research and a pre-posttest experimental and control group design was used. Prior to the implementation of the study, the participants (N=38) were administered Oxford's Quick Placement Test and Nation's Vocabulary Size Test in order to evaluate and compare their level of proficiency and readiness. To collect the data, Morphological Analysis Test was designed and implemented in order to test participants' existing morphological knowledge before the intervention and their acquired morphological knowledge at the end of the intervention. During the intervention, the experimental group was instructed fifteen prefixes and roots via morphological analysis while the control group only received a word list of the same target words and learned them through the traditional ways of vocabulary learning such as memorizing or using a dictionary. Following the instruction process, the experimental group was given a questionnaire about learning styles. Results revealed that the mean scores of the experimental group surpassed those of the control group in the post test condition. Thus, it can be suggested that morphological analysis is more effective in vocabulary learning than the memorization of the target words. According to the results of the questionnaire, experimental group has right-brain dominance and global learning style while morphological analysis is often related to analytical thinking and left-brain dominance. Considering all of these, this research study sheds light on the role of morphological analysis as an alternative vocabulary learning strategy in EFL high school curriculum.
The role of different vocabulary teaching strategies in vocabulary development of young learners
Vocabulary learning plays an important role in language education and for foreign language learners, since it is a fundamental part of foreign language learning and teaching. Knowledge of vocabulary is regularly seen as a primary instrument for second or foreign language learners because a restricted vocabulary in a second language hinders meaningful communication (Schmitt, 2000). In the literature, many studies on the strategies for teaching/learning vocabulary can be found. In order to improve the impact of vocabulary instruction and obtain desired learners' outcomes, there is always considerable debate about the validity of certain aspects of vocabulary teaching principles. In particular, whether new L2 vocabulary items ought to be taught in semantic sets, thematic sets, or unrelated sets is a subject of serious discussion among L2 lexical researchers. For this reason, the present study aimed to explore the impact of presenting target words in different vocabulary clusters on the vocabulary development of young learners. For vocabulary development, three different vocabulary sets (semantic, thematic, and unrelated) were organized. In this study, a quantitative research method was carried out in the spring term of the 2020-2021 education year, and quantitative data was collected from 50 students in 3rd grade primary school. The data collection process covered a period of four weeks. After choosing the target vocabulary groups, the participants completed an immediate recall test right after the first instruction. In the study, three review lessons ending with a delayed recall test were organized. This whole process, instruction, immediate recall test, review lessons, and delayed recall test, were repeated for each vocabulary cluster in the same procedure. In order to analyze the data, the IBM SPSS 25.0 version of the statistical analysis program was used. While doing this, particular descriptive statistics (e.g., percentage, standard deviation, average, and number) were carried out. Considering the aim of revealing the variance among three vocabulary clusters in short-term and long-term word retention, the non-parametric related-samples Wilcoxon Test was used. The findings of this study revealed that there was a considerable difference in efficacy in L2 vocabulary learning amongst word clusters. The results obtained in the study showed that although students had difficulties with thematic word sets, this situation was not observed in comprehending semantic and unrelated vocabulary groups. Regarding the findings, the benefits of practicing through review lessons were also noticed in delayed recall tests. Keywords: young learners, vocabulary teaching, semantic, thematic and unrelated vocabulary clusters, immediate and delayed recall tests
Yabancılara Türkçe öğretiminde kullanılan hikâye kitaplarının söz varlığı açısından değerlendirilmesi: Yunus Emre Enstitüsü Anadolu Hikâyeleri dizisi örneği (A1-A2)
"Yabancılara Türkçe Öğretiminde Kullanılan Hikâye Kitaplarının Söz Varlığı Açısından Değerlendirilmesi: Yunus Emre Enstitüsü Anadolu Hikâyeleri Dizisi Örneği (A1- A2)" adlı çalışmanın amacı, belirlenen hikâye seti içindeki söz varlığı unsurlarının D-AOBM söz varlığı kazanımlarıyla uyumunun incelenmesidir. Çalışmada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Veri toplama aşamasında öncelikle Anadolu Hikâyeleri Dizisi'nde yer alan beş kitap Bursa Uludağ Üniversitesi ULUTÖMER bünyesinde yer alan kütüphaneden temin edilmiştir. Bulgular kısmında hikâye kitaplarındaki söz varlığı unsurlarını belirlemek üzere önce hikâyeler mevcut sayfa sayıları sabit kalmak kaydıyla bilgisayara sayfa-satır dizini hâlinde aktarılmıştır. İkinci aşamada sayfa-satır dizini sözcük dizini hâline getirilmiştir. Sözcüklerin bağlamsal nitelikleri göz önünde bulundurularak Türk Dil Kurumu Sözlüğündeki anlam karşılıkları alınmış ve sözcükler hangi bağlamda kullanıldıklarına göre tanımlanmıştır. Aynı zamanda sözcüklerin görevli dil ögeleri incelenmiştir. Elde edilen sonuçlara excel aracılığıyla önce sözcük türü sayısı grafiği, sonra sözcüklerin anlam sıralamaları grafiği oluşturulmuş ve grafiklerdeki veriler yorumlanmıştır. Buna ek olarak her hikâyenin sözcük sıklığı çalışması yapılmış ve grafikler hazırlanarak grafikler yorumlanmıştır. Sonuç kısmında ise tüm hikâye kitaplarının toplu grafiği analiz edilerek yorumlanmıştır. Çalışmada, Yunus Emre Enstitüsü tarafından hazırlanmış Anadolu Hikâyeleri Dizisi'ndeki hikâye kitaplarının D-AOBM söz varlığı kazanımlarıyla uyumluluğu sorgulanmış ve sonuç kısmında yorumlamalar yapılarak sonuçların yeni yazılacak hikâye kitaplarına bir örnek teşkil etmesi amaçlanmıştır. Anahtar Sözcükler: Anadolu Hikâyeleri, Sıklık Çalışması, Sözcük Dizini, Söz Varlığı Unsurları, Yabancılara Türkçe Öğretimi.
Yabancı dil öğretiminde çağdaş eğilimler
Yabancı dil öğretim sürecinin olabildiğince nitelikli ve uluslararası standartlarda yapılması için bu alandaki gelişmeler ve farklı bakış açıları değerlendirilmelidir. Bu çalışmanın amacı yabancı dil öğretiminde yaygınlaşmakta olan eğilimleri tespit etmektir. Çalışmada bilimdeki paradigmaların tarihçesi, çağdaş eğitim- öğretimin gereksinimleri, yabancı dil olarak Türkçe öğretimi alanyazında yer alan yaklaşım ve yöntemler ve dünya üzerinde yaygınlık kazanmakta olan dil öğretimi yönelimleri incelenmiştir. Bulgular kısmında Asya, Avrupa Birliği, Kazakistan ve Rusya Federasyonu, Amerika Birleşik Devletleri ve Türkiye'nin dil öğretim politikaları ve özellikleri dile getirilmiştir. Elde edilen tüm veriler neticesinde dil öğretimi politikalarının benzerlik ve farklılıkları, öğretim yönelimleri ve dil öğreticilerinden beklenen yetkinliklere dair ülkelerarası karşılaştırma yapılmıştır. Bu çalışmanın Rusça, İngilizce, Kazak ve Türkiye Türkçesinde alanyazın taramasına dayanması ile yabancı dil olarak Türkçe öğretimi sahasının ileriki gelişimi için faydalı olacağı ümit edilmektedir. Türkçenin özellikle yabancı uyruklu kişilere öğretimi, hem Türkçenin dünya dilleri arasındaki konumunun güçlendirilmesi hem de Türk kültürünün değerleri ve tutumlarının unutulmaması için oldukça önemlidir. Bu bağlamda dil öğretimini dil-kültür-insan üçgeni içinde değerlendirerek araştırmanın sonuçlarına göre öneriler getirilmiştir. Anahtar kelimeler: pedagoji, Türkçe öğretimi, yabancı dil, yöntemler
Evaluating the impact of self-created digital flashcards and self-regulation on vocabulary learning among Turkish tertiary-level EFL learners
The purpose of this study is to investigate the effects of using a digital flashcard software (Quizlet) as a self-regulated learning platform on vocabulary recognition and recall with upper-intermediate tertiary level English learners. A secondary aim of this study is to find out the self-regulatory strategies and/or behaviors used by English language learners at tertiary level in learning L2 vocabulary. The design of this research was based on a quasi-experimental method namely, the pretest-posttest non-equivalent-groups design. As regards the data collection tools, the vocabulary tests that were used for quantitative data are explained at length. A statistically significant difference was observed in the post-test scores between two groups, indicating that the outcomes for the group that received the intervention were significantly different from those in the control group. The statistically significant correlations highlight the importance of metacognitive strategies and emotional regulation in enhancing vocabulary learning through platforms like Quizlet. The results of this present study suggest that the utilization of self-regulated learning principles as a way of promoting second language vocabulary learning through self-created digital flashcards on Quizlet can be an effective way of not just acquiring and recycling new vocabulary but also, in a broader sense, a pathway to becoming a self-sufficient lifelong learner in the 21st century.
The effects of hypermedia annotation types and learning styles on mobile assisted vocabulary learning , recall and retention
The use of technology in education in general and on ESL teaching and learning has gained great popularity among educators and scholars as there are many educational institutions adopting these new technologies in the conventional classroom environment. Mobile phones, tablets, computers and many diverse forms of information technologies are in use in today's foreign language learning environments. It is a widespread belief that learners have different styles in getting new information in language learning and the effectiveness of teaching without taking into account of these different styles is questionable. Among many components of language learning, vocabulary attracted much attention in language learning and teaching. This study concentrated on the effects of hypermedia annotation types and different learning styles on Mobile Assisted Vocabulary Learning. It first examined hypermedia annotation preferences of EFL learners with specific reference to different learning styles during a hypermedia reading text. Second it explored the relationship between annotation use and mobile assisted vocabulary learning and retention. Participants of the study were five tenth grade classes of a state high school. Two classes were chosen randomly as experimental group (n=49) which received Vocastyle Multimedia Vocabulary Learning Application, two classes were assigned as control group (n=48) which received paper-based annotation and the last class was assigned as pure control group (n=25) which received no annotation. Data for this study were obtained from (a) Log files which were driven from multimedia software (developed by the researcher), (b) Perceptual Learning Style Preference Questionnaire (Reid,J.,1984), (c) pretest, posttest and delayed vocabulary tests (developed by the researcher). Quantitative data analyses were done via descriptive statistics, chi-square, Manova and Kruskal-Wallis and Mann Whitney-U. The results indicated that participants preferred video, graphic, audio and text annotations respectively. While text and audio annotations were preferred mostly by auditory learners, the number of preference for graphic and video annotations is higher among visual learners. Significant difference was found between auditory learners and visual learners in terms of accessing annotation types. According to the MANOVA analysis, there were significant differences between mean difference scores of students in each group, revealing the effect of Vocastyle Application in both vocabulary recall and retention levels of participants. These results implied that learners who used multimedia annotations recalled and retained better than the learners who used paper based annotations and who received no treatment at all. Limitations of the study were discussed and pedagogical implications with suggestions for further research were given.
İlköğretim sekizinci sınıf öğrencilerinin ana dil bilme düzeylerinin yabancı dil öğrenimlerine etkisinin belirlenmesi
Bu çalışmada sekizinci sınıf öğrencilerinin Türkçe becerilerinin İngilizce öğrenmelerinde ne derece etkili olduğu araştırılmıştır.Her toplumun iletişimini kendi ana diliyle gerçekleştirdiği bilinmektedir. İletişimin kalitesinin, insanların konuştuğu dili iyi bilmelerine bağlı olduğu düşünülür. Okullardaki iletişimde Türkçe ile gerçekleşir bu bağlamda Türkçe bilime seviyesi ile başarı okul başarısı arasında bir ilişki olduğu söylenebilir. Türkçenin iyi bilinmediği zamanlarda başarının da olması zordur diye düşünülür.Ülkemizde ikinci dil eğitimi, gerek planlama gerekse uygulama aşamasında eğitim alan öğrencilerin ana dillerini tamamen bildikleri düşünülerek yapılmaktadır. Bu noktada, ikinci dil öğretiminin her aşamasında öğrenci ve öğretmenler çok çeşitli iletişim sorunlarıyla karşılaşabilirler. Bu çalışmada, bu konuda var olan sorunları ortaya koymak ve sorunların çözümüne yönelik öneriler geliştirmek hedef alınmıştır.Anahtar kelimeler: yabancı dil eğitimi, ana dil eğitimi, iletişimAralık, 2008Selim Emre GÜLER
Comparison of Turkish EFL university students' use of reading strategies in L1 and L2 and the possible effects of the reading strategy instruction on their L1 and L2
In this study, the main aim was to investigate the students? awareness of reading strategies and to determine the strategies to be taught explicitly, to examine the effect of a four-week strategy instruction in both L1 and L2, and to see which level would benefit more from strategy training- low ability readers or high ability readers. In order to realize these aims, both qualitative (questionnaires with open-response items and interview) and quantitative (pre- and post-tests) research methods were utilized to get in-depth understanding and results.For the purposes of the study, thirty-four preparatory school students of a private university in Istanbul participated in this study. Fourteen of the participants were intermediate and twenty of them were pre-intermediate level students. A self-designed questionnaire with open-response items (adapted from the questionnaire with 25 Likert-type items used by Bezci, 1998 (cited by Civelek, M, 2006) under the headings of pre-reading, while-reading and post-reading) was used in order to measure students? awareness of reading strategies in both L1 and L2. The same questionnaire was administered to assess reading strategy use in two languages on different days by changing the order of questions and adding the word `Turkish? to the questions in the one for L1. In addition, to investigate the effects of the strategy instruction, pre tests in English and Turkish, which were administered as post tests as well, were chosen from TOEFL IBT (Longman, Preparation course for the TOEFL test by Deborah Phillips, 2006); for the Turkish test, a test from that book was translated into Turkish by the researcher and three English instructors. Also, the students from both intermediate and pre-intermediate levels were interviewed and asked five questions in order to increase the reliability of the test results. Finally, the subjects answered a background questionnaire about their age, gender, the years of exposure to English and the ways they use to improve their English.The analysis of the quantitative data revealed that the instruction enabled the students in both levels to improve their reading in English although the pre-intermediate level showed more success than the intermediate group. In relation to the test in Turkish, there was no significant difference between the pre and post tests of the intermediate group. However, a slight difference can be seen between the Turkish pre and post tests of the pre-intermediate level. It shows that lower level benefited much more from the reading strategy instruction in English and Turkish than the intermediate group. Furthermore, the analysis of the questionnaires as the qualitative data revealed that both high and low ability readers seemed to be using the same kinds of reading strategies, but low ability readers without knowing how to use a strategy successfully and orchestrate its use with other strategies (Anderson, 1991). Lastly, the analysis of other qualitative data, focus group interviews, showed that the students in both levels gained awareness of not only what reading strategies to use, but also how to use them successfully and orchestrate their use with other strategies through the four-week instruction, which is called metacognitive awareness.
Speaking as a skill in second language teaching
Developing speaking skill is one of the most important aspects in teaching second or foreign languages. Speaking can be considered as the mode of communication which is mostly used to express opinions, transmit information and make impression on others. Students need to speak well in their personal lives and in their social interactions.This study analyzes the importance of speaking ability and communication in English study and also the problems of EFL university students? unwillingness to speak and take part in class discussions. In addition, the ways to improve the speaking skill with the help of the teacher in the classroom is also discussed. Learners find it frustrating to speak in class because of their anxiety. However, if students have enough opportunities to practice speaking they can position themselves to accomplish a wide range of goals. The study also highlights the applications of different approaches and activities to teach oral communication skills in an academic setting and the focus on the importance of the teacher in the process. All of these were conducted, considering the previous studies on the ways of teaching oral skills and in this study literature review method was used in which national and international resources were used to put forward the research question.Key Words: Oral communications, academic setting, transmit information.
Grammar teaching in the 21st century: A comparative study between experienced and inexperienced Turkish EFL teachers' beliefs at secondary school level
Today, it is an undeniable fact that each EFL teacher has their own unique ways of teaching the foreign language. In these varying ways of teaching, there are numerous factors directly affecting the language acquisition. One of these factors is grammar teaching. The importance of grammar teaching when teaching English differs for every teacher. EFL teachers' beliefs about the importance of grammar teaching have been investigated multiple times in the past and countless significant findings have been presented by these studies. However, only a few studies took the teaching experience factor into consideration, thus there is not ample amount of research that compares experienced and inexperienced teachers regarding their beliefs about the importance of grammar teaching. This study aims to fill this particular gap in the literature by comparing experienced and inexperienced secondary school Turkish EFL teachers' views on the significance of grammar teaching when teaching English. The data of the study were collected from 155 in-service EFL teachers, currently working at state and private secondary schools, located in a large city in Turkey. In addition, open-ended questions and semi structured interviews were also administered to a certain number of participants. The findings of the study reveal that Turkish secondary school EFL teachers view grammar teaching important, and that this view is not affected by the teaching experience. Moreover, the study also points out that teachers tend to use explicit grammar teaching ways slightly more, and this also does not differ for experienced or inexperienced teachers. Despite a number of limitations, this study proves its significance in terms of allowing experienced and inexperienced EFL teachers to be aware of their beliefs about grammar teaching when teaching English. Keywords: Grammar teaching, teacher beliefs, teaching English as a foreign language, EFL
The role of metacognitive knowledge and strategies in Turkish EFL learners' writing achievement
Writing is a significant but challenging skill for EFL writers. In contemporary models, it is defined as a recursive, strategic and multi-dimensional process involving both cognitive and metacognitive processes. There has been a growing body of research on the critical role of metacognition in EFL writing in recent decades. However, metacognition seems to receive insufficient attention in the field of EFL writing in Turkey. Investigating the extent of Turkish EFL students' metacognitive knowledge and strategy use and their role in their writing achievement, this study addresses this gap. Participants were 120 B2 level Turkish EFL students. A mixed type research method was used. Questionnaires were employed to measure participants' metacognitive knowledge and strategy use, and interviews were conducted to triangulate and elaborate on their findings. Besides, to identify the similarities and differences in their metacognitive knowledge and strategy use, participants were grouped as high-performing (HP), average-performing (AP) and low-performing (LP) according to their writing scores. Regarding their metacognitive knowledge, participants were found to have an average level of person and strategy knowledge but a high level of task knowledge. Analysis of the quantitative data for their use of metacognitive strategies indicated an average level of self-regulation. A correlation analysis, which took into account the relationship between students' writing achievement and metacognition, revealed a weak positive relationship between students' writing achievement and person and strategy knowledge as well as their use of planning, monitoring, and evaluating strategies. There was no statistically significant relationship between task knowledge and writing achievement. The findings of the content analysis supported the quantitative data results and revealed significant differences among groups in their metacognitive knowledge and the application of metacognitive strategies. Parallel to their writing performances, HP writers performed better in all subscales. Depending on these results, the present study highlights the importance of writing instruction that focuses on the development of students' metacognitive knowledge and self-regulation. Keywords: Metacognition, metacognitive knowledge, metacognitive strategies, EFL writing, writing skill
The dependency between motivation and learning strategies and their relationship with foreign language learning achievement
Being qualified in English, as a foreign language is one of the necessary qualities for most individuals in this age. Therefore, as it is a universal language, investigating the possible factors that can be effective on academic success in learning English may serve information to be applied in language learning and teaching process. In order to increase foreign language achievement, the relationship between academic achievement of the students, motivation and learning strategies will be analyzed in the study. Moreover, the frequency at using two related concepts (motivation, learning strategies), the connection between and also effect of motivational factors on the use of the learning strategies are the main aspects in the present study. The study was conducted with Higher School of Foreign Languages students and distant English learners -520 in total- at Gaziantep University in 2011-2012 academic year. The data were collected through Motivated Strategies for Language Learning Questionnaire (MSLQ). The reliability of the mentioned data instrument (MSLQ) was determined as 0.90. The analysis of the data realized with the help of SPSS 15.0 revealed that students highy resorted to motivational and learning strategies. Furthermore, there was a significant, positive relationship between motivation and academic success, learning strategies and academic success, also motivation and learning strategies? use. Additionally, it was found out that motivational factors affected the choice of learning strategies positively.
The Relationship between proficiency in a foreign language and critical thinking skills
11 ABSTRACT THE RELATIONSHIP BETWEEN PROFICIENCY IN A FOREIGN LANGUAGE AND CRITICAL THINKING SKILLS Meryem MİRİO?LÜ (AKÇAYOGLÜ) Ph. D. Dissertation, English Language Teaching Department Supervisor: Asst. Prof. Dr. Erdoğan BADA December, 2002, 144 Pages The present study focuses mainly on the relationship between proficiency in a foreign language and critical thinking skills. In the Adult Second Language learning process, individuals utilize various language learning strategies, for example inferencing, hypothesis testing, deducting, etc., which correspond to the characteristics of critical thinking. The effective use of these language strategies may contribute to success in language learning as well as critical thinking skills. During the process of second language learning, the learner is engaged in cognitive strategies. This experience of learning a second language may result in an increase of critical thinking ability of second language learners. Our findings indicate that a relationship between language proficiency and critical thinking is existent. Besides language proficiency, family background was found to have an impact on critical thinking skills. Key words; Critical Thinking Skills, Second Language Proficiency Level, Second Language Learning Strategies
Strateji-temelli eğitim vasıtasıyla yetişkin dil öğrencilerinin konuşma becerilerinin geliştirilmesi
Dil öğrenicilerinin, günlük hayatta hedef dille ne kadar karşı karşıya kaldıklarıyla orantılı olarak belirlenen yabancı dil ve ikinci dil arasındaki farklılık İngiliz Dili Eğitimi alanında dikkatleri üzerine çekmektedir. Yabancı dil, öğrenildiği toplumda direk iletişim aracı olarak kullanılma özelliğine sahip değildir. Türkiye'de hazırlık sınıfı eğitimi almakta olan üniversite öğrencilerinin çoğunluğu, sınıfta öğrendikleri dilbilgisi kurallarını, sınıf ortamı dışında kullanamamaktadırlar; bu yüzden, bu öğrenciler ikinci dil öğrenicilerinden ziyade yabancı dil öğrenicileri olarak adlandırılabilirler. Kritik dönemden sonra, ana dilin yanında başka yabancı dillerin öğrenim sürecinin tam bir başarı ile sonuçlanabilmesi mümkün değildir. Diğer becerilerle kıyaslandığında daha fazla gayretli çalışmayı gerektiren, motivasyon seviyesi, sınıfta kullanılan materyaller, öğrencinin yeterlilik seviyesi, öğrencilerin öğrenim gördükleri ortamdaki atmosfer, İngilizce pratik yapma adına sahip oldukları fırsatlar, ve kullanılan stratejiler gibi faktörlerin etkisi altında kalan konuşma becerisi bu çalışmanın esas ilgi alanını oluşturmaktadır.İyi seçilmiş stratejilerin, İngilizce konuşurken karşılaşılabilecek güçlüklerin giderilmesinde destekleyici etkilerinin farkında olan yetişkin dil öğrenicileri, duygularını, düşüncelerini sözlü olarak ifade edeceklerinde, kendilerini daha rahat ve güvende hissederler. Bu çalışmanın amacı, yetişkin dil öğrencilerinin strateji kullanımı bilincini artırarak konuşma becerilerini geliştirmektir. Bu amacın gerçekleştirilmesi safhasında üniversite hazırlık sınıfı öğrencilerine strateji eğitimi verilecektir.Çalışma, yaşları 18 ile 21 arasında değişen 72 üniversite hazırlık sınıfı öğrencisi üzerinde uygulanmıştır. Bu çalışma denek ve kontrol olmak üzere iki grup ile yürütülmüştür. Kontrol grubuna eğitimin verilmez iken çalışmanın devam ettiği dört ay boyunca denek grubundaki öğrencilere strateji eğitimi verilmiştir. Data, konuşma stratejileri anketi, konuşma testi, yarı-yapılandırılmış görüşme, araştırmacı günlüğü ve öğrencilerden strateji eğitiminin verildiği her dersin son beş dakikasında toplanılan içerisinde strateji eğitimiyle alakalı kısa değerlendirmelerinin bulunduğu kâğıtlar aracılığı ile toplanmıştır. Eğitim öncesi ve sonrası konuşma stratejileri anketleri ile eğitim öncesi ve sonrası konuşma testleri paired sample t-test ve independent sample t-test kullanılarak analiz edilmiştir. Niteliksel ve niceliksel verilerden ortaya çıkan bulgular strateji temelli eğitim vasıtasıyla denek grubundaki öğrencilerin konuşma becerilerinin ve strateji-temelli eğitimin konuşma becerileri üzerindeki olumlu etkisi hakkındaki farkındalıklarının arttığını göstermiştir.Anahtar Kelimeler: Dil öğrenme stratejileri, Konuşma stratejileri, Strateji eğitimi, Farkındalık yaratma.
The relationship between language learning strategies and vocabulary size: The case of Iraqi learners of EFL
The crucial role of strategies in effective language learning is unquestionable, especially when the purpose of using language learning strategies is to enhance learner's vocabulary size. This is because of the prominent place of vocabulary size in language learning and it is a vital aspect of lexical knowledge. Thus, this thesis examines the relationship between language learning strategies and vocabulary size in an English as a Foreign Language (EFL) context. With this aim, 122 students at Sulaimani University, School of Languages were chosen as the participants of the study. The data were collected in two phases. In the quantitative phase, the data were collected through Strategy Inventory for Language Learning (SILL) and Vocabulary Levels Test (VLT) while in the qualitative phase a semi-structured group interview was administered. So as to uncover the frequency of language learning strategy use and sub-category strategy preference, descriptive statistics were calculated. A Pearson product-moment correlation co-efficient was used to find out whether there is a relationship between language learning strategies and high vocabulary size. Finally, an independent-samples t-test was administered to reveal whether there is a significant difference between learners with high vocabulary size and low vocabulary size in their language learning strategy use. The results indicated that the learners applied language learning strategies with an average of 3.2. Similarly, the results for sub-category strategy use indicated that the learners with high vocabulary size employed metacognitive strategies most with an average of 4.66 and compensation strategies least with an average of 3.41. Additionally, the results showed that learners with low vocabulary size used metacognitive strategies most with an average of 3.50 and memory strategies least with an average of 2.86. According to the analysis results, there was a strong positive correlation between language learning strategy use and high vocabulary size (r=.96, p<.01, n=11). Moreover, a significant difference between the learners with large vocabulary size and small vocabulary size was revealed in their use of language learning strategies (t=13.81, df=24.87, p<.05). In addition, the findings of the interview supported those of the quantitative analyses in that the learners with high vocabulary size deployed more and various strategies than the learners with low vocabulary size. Key words: Language learning strategies, Vocabulary size, Vocabulary learning, Vocabulary knowledge
Exploring the relationship between students' beliefs about language learning and language learning strategies in a high school context in Turkey
This quantitative study explored the students' beliefs about language learning and strategies while learning the foreign language in a high school context in Turkey. Also, it identified the relationship between students' beliefs about language learning and their strategy use. Participants of this study were high school students at Hayret Efendi Anatolian High School in Yüreğir, Adana. Participants were asked to answer Horwitz's (1988) the Beliefs about Language Learning Inventory (BALLI) so as to specify their beliefs regarding language learning. Secondly, Oxford (1990)'s Strategy Inventory for Language Learning (SILL) was utilized to measure frequency of participants' usage of language learning strategies. Descriptive analyses and Pearson r correlation were utilized to analyze the data. According to results of this current study, the most frequently preferred strategies among participants were memory and compensatory strategies. However, the least preferred strategies were cognitive strategies. Additionally, participants had a high opinion of repetition and practice in learning English and they perceived English as significant for better career opportunities. Finally, result of the Pearson r correlation revealed that all language learning strategies were significantly and positively correlated with five different areas of learners' beliefs about language learning. Keywords: Beliefs about language learning, language learning strategies, relationship.
The relationship between self regulation capacity and vocabulary knowledge of adult EFL learners
This study was carried out in order to investigate the relationship between vocabulary size and self-regulation capacity of adult EFL learners. In addition to this, we also wanted to learn about the general self-regulation capacity, and vocabulary size of the participants. We also tried to delve into the relationship between participants' sub categories of self-regulation capacity and their vocabulary size with regards to gender, cycle of study, and nationality. Further, we tried to comprehend the high and low scorers use of self-regulated vocabulary learning strategies. The participants of the study were a mix of Turkish and international undergraduate, master, and PhD students from a foundation university in Istanbul. Participants were distributed self-regulation capacity in vocabulary learning scale and vocabulary size test. We used SPSS 22 in order to statistically analyze our findings by using descriptive statistics and Pearson correlation features. Lastly, we conducted semi-structured interviews with high scorers and low scorers to observe if there is any observable difference between these two groups in utilizing self-regulated vocabulary learning strategies. We found the self-regulation capacity of the participants relatively high. Most of the participants showed their vocabulary knowledge around or above the expected threshold required for academic studies. As for the relationship between vocabulary size and self-regulation, the highest correlation was found to be with environmental control capacity while satiation and emotion control capacities were found to be least correlated with participants' vocabulary size. Lastly, we observed that high scorers deployed a diversity of self-regulated vocabulary learning strategies than low scorers did. Keywords: Self-regulation capacity, Vocabulary Size, Language Learning Strategies, Subcategories of Self-Regulation
Les traces des strategies d'apprentissage au milieu scolaire du Lycee Saint-Joseph d'Istanbul: 1923-1968
In the history of the teaching and learning of foreign languages, the concept of need far from losing its importance for human existence has nonetheless found his place in the ranks of science in developing more. From past to present, the language that enables communication among communities, nations, and individuals with the variety in the world, gained a different dimension with links between languages established through the global economy and industry, with the merger of companies under the umbrella of communication and with the first stages of globalization. The concept of foreign language has increased its importance, convergence of these countries and their learning need as a result of this linguistic diversity. And need to learn the language (in our study we will try to examine mostly second language) required the necessary learning strategies in order to reach effectively a goal of education. In light of the above information we can determine by examining the historical process of language in a society by the means the fact that we can teach effectively a foreign language. Indeed, it is necessary to do extensive research in Turkey on the importance of the teaching and learning of foreign languages in the areas of education, in the context of the history of Turkish Education. For this reason, the purpose of the research undertaken on the history of Turkish education is to identify beliefs about education and the teaching of Turkish schools, applications, to investigate the agents of the educational environment and to discuss if we draw lessons from the past or not to take precautions in advance and to solve our problems the best way today (Akyuz, 2011:1). Teaching a second language in our country has gained importance in recent years, as evidenced by the teaching of second languages German and French as a compulsory secondary education. This means why teaching French must be examined under a linguistic perspective, cultural and learning strategies through the use of history education. In our study, we aimed to examine the traces of learning strategies in school environment of St. Joseph High School in Istanbul for a period covering the years from 1923 to 1968. Strategies have been studied based on the work entitled
Öğrenme amaçlı yazma etkinliklerinin güdülenme ve öğrenme stratejilerine etkisi
Bu araştırmanın amacı Öğrenme Amaçlı Yazma etkinliklerinin öğrencilerin güdülenme ve öğrenme stratejileri üzerinde etkisini araştırmaktır. Bu amaç doğrultusunda 9. sınıf öğrencilerinden oluşan bir çalışma grubuyla birlikte çalışılmıştır. Araştırmaya katılan öğrenciler bir kontrol (n:30; 17 kız, 13 erkek) ve iki deney grubu (DG1, n:31; 17 kız, 14 erkek; DG2, n:30; 16 kız, 14 erkek)'ndan meydana gelmektedir. Araştırma ön test son test eşitlenmemiş kontrol gruplu yarı deneysel bir yöntemle gerçekleştirilmiştir. Araştırmanın verileri nicel ve nitel veri toplama araçları birlikte kullanılarak toplanmıştır. Nicel veri toplama aracı olarak McKeachie, Pintrich, Lin & Smith (1986) tarafından oluşturulan (Motivated Strategies for Learning Questionnaire) ve Büyüköztürk, Akgün, Kahveci & Demirel (2004) tarafından Türkçeye uyarlanan Güdülenme ve Öğrenme Stratejileri Ölçeği (GÖSÖ) kullanılmıştır. Araştırmanın nitel bölümünde veri aracı deney grubu öğrencilerinden seçilen örneklemle (DG1, n:3; DG2, n:3) yapılan görüşme sorularıdır. Araştırmanın ön testlerinden elde edilen sonuçlara göre deney ve kontrol gruplarının aldıkları puanların istatistikî olarak farklılaştığı tespit edilmiştir. Grupların istatistikî olarak denk olmadığı sonucuna ulaşılmıştır. Gruplardaki bu farklılığı en aza indirebilmek ve araştırmanın bağımlı değişkenleri üzerindeki bağımsız değişkenlerin etkisini en aza indirmek için çalışmalar yapılmıştır. Ön testlere göre gruplar denk olmadığı için son testlerin analizinde kovaryans analizi (ancova testi) kullanılmıştır. ÖAY etkinliğinin güdülenme stratejilerinde deney grupları ve KG arasında istatistikî olarak anlamlı bir farklılık meydana getirdiği ve bu farklılığın deney grupları lehine olmasında etkili olduğu sonucuna ulaşılmıştır. ÖAY etkinlikleriyle birlikte dönüt verilen DG2 öğrencilerinin, sadece ÖAY etkinliği uygulaması yapılan DG1 öğrencilerine göre Güdülenme Stratejilerinde daha başarılı olduğu ve bu başarının istatistikî olarak bir anlamlılık ifade ettiği sonucuna ulaşılmıştır. Bu tespitin diğer alt boyut ve alt faktörlerde benzer olduğu tespit edilmiştir. Fakat duyuşsal alt boyutuna ait sınav kaygısı alt faktöründe DG1 ile DG2 ve DG2 ile KG arasında bir farklılık tespit edilmezken DG1 ile KG arasında KG lehine anlamlı bir farklılık tespit edilmiştir. Bu durum sınav kaygısını azaltmada en başarılı grubun KG, daha sonra DG2 ve son olarak da DG1 olduğu sonucunu ortaya çıkarmıştır. Araştırmanın Öğrenme stratejilerine ilişkin olarak yapılan tespitleri ise; ÖAY etkinliğinin öğrenme stratejilerinde deney grupları ve KG arasında istatistikî olarak anlamlı bir farklılık meydana getirdiği ve bu farklılığın deney grupları lehine olmasında etkili olduğu sonucuna ulaşılmıştır. Ayrıca ÖAY etkinlikleriyle birlikte dönüt verilen DG2 öğrencilerinin, sadece ÖAY etkinliği uygulaması yapılan DG1 grubu öğrencilerine göre Öğrenme Stratejilerinde daha başarılı olduğu ve bu başarının istatistikî olarak bir anlamlılık ifade ettiği sonucuna ulaşılmıştır. Fakat sadece ÖAY etkinliği uygulaması yapılan DG1 öğrencilerinin, ÖAY etkinlikleriyle birlikte dönüt verilen DG2 öğrencilerine göre kaynak yönetimi alt boyutuna ait zaman ve çalışma ortamı yönetimi alt faktöründe daha başarılı olduğu ve bu başarının istatistikî olarak bir anlamlılık ifade ettiği sonucuna ulaşılmıştır. Araştırmanın bulguları ışığında, ÖAY etkinliklerinin öğrencilerin güdülenmelerini artırdığı ve öğrenme stratejilerini kazanmalarında bir araç olarak kullanılabildiğini ispat edilmiştir. Ayrıca ÖAY ile birlikte verilen dönütlerin öğrencilerin daha fazla güdülenmelerini ve öğrenme stratejilerini daha iyi kullanmalarını sağladığı tespit edilmiştir. Araştırmanın sonuçlarına dayalı olarak ÖAY etkinliklerinin güdülenme ve öğrenme stratejileri öğretiminde kullanılması önerilmiştir. Anahtar Kelimeler: Öğrenme amaçlı yazma, dönüt, güdü, öğrenme stratejileri