İngilizce dilbilgisini öğrenmede öğrenme stratejilerinin rolü

The aim of this study is to find out the effects of instruction of learning strategies on students? grammar achievement. The study was conducted in Fall semester in 2010-2011 academic year.There were 50 participants (16 female, 34 male) in this study, 26 (9 female, 17 male) of them in the experimental group and 24 (7 female, 17 male) of them in the control group. All participants were prep class students at Düzce University. They didn?t take the placement exam that was given in the first week, so they were placed into classrooms randomly.The data were gathered through three instruments. One was Grammar Achievement Test given as pretest and posttest to both control and experimental groups. This test was prepared by the researcher and its reliability check was carried out through ITEMAN For Windows 3.5. In the test, there were 30 multiple choice questions covering the units that were taught for six weeks of strategy training. The participants in both experimental group and control group took this test both before the six-week strategy training sessions and after the six-week strategy training sessions. The data were analyzed thorough SPSS 15.0 and paired sample t-test and, independent sample t-test and frequency statistics were used.Another data collection instrument was the weekly quizzes. 10 quizzes were administered to students in both groups after each unit. One quiz was given for one unit and thus the performance of students in both groups was tested for each unit. The quizzes consisted of fill in the blanks, multiple choice and error correction questions taken from the Assessment pack of the course book. The data obtained through quizzes were analyzed through independent sample t-test.The third data collection instrument was self-evaluation chart asking the students in the experimental group to fill in their weekly target in the quiz, their weekly performance in the quiz, which strategies were used to learn the previous unit, and state whether the strategies worked and why they thought the strategies worked or didn?t work. The data from self-assessment chart were used to find out which strategy was used most by students in the discussion section..Because there was a significant difference between the post-test scores of the experimental group and control group favoring the former, it is possible to conclude that learning strategy instruction plays a significant role in learning grammar. Out of ten quizzes, in six of them, there was a significant difference between the experimental group and control group favoring the former one while there was no significant difference between the two groups in three quizzes, and there was significant a difference favoring the control group only in one quiz.No significant difference was found between female and male students? post-test and quiz averages in both groups. Therefore, it is possible to conclude that gender didn?t play a role in learning grammar both when the participants are taught learning strategies and when they aren?t. As a last point, the most commonly used strategies were Rule Formation and Rule exercises strategies according to the Self-evaluation charts of the students.