Öğrenme stratejilerinin kullanımında yaş ve dil farklılıkları üzerine bir araştırma

Learning can be defined as changes in behavior due to experience. In order to ease the process of learning, whether they are aware or not, learners try various ways. The projection of these 'ways' in education is learning strategies. The learning strategies are special actions taken by the learner to make the learning process easier, faster, more fun, more personalized, more effective and transferrable to new situations. Since the 1960s, learning strategies have been the subject of many studies in the field of cognitive psychology and second language acquisition. What role various strategies play in the learning process, how learners who vary in age and foreign language proficiency choose and use learning strategies have been the main topics of the studies in the field. However, in most studies, the influence of age on the use of learning strategies is an issue that is considered trivial. This work examines how language difference, age, and proficiency affect the use of learning strategies in a reading comprehension task. The aim of the study is to discover the learning strategy use of two groups of different ages and with different foreign language proficiency levels. The study which was conducted using the survey study method was carried out with the participation of 94 university students and 105 secondary school students. Participants were given the reading comprehension task in Turkish and English, and then the learning strategies they used in two languages were determined with the help of the scale. After determining the strategy use of the two groups, it was seen that language difference, age and proficiency were effective factors in the use of learning strategies. It was found that the learners who are as almost proficient in the foreign language as in their mother tongue display similarities in their learning strategy use in both languages. This case is quite the opposite for the learners who have lower levels of proficiency in the foreign language. It was observed that the effect of age on learning strategies does not follow a transition from concrete to abstract. Strong evidence has been obtained that the relationship between the frequency of learning strategy use and proficiency is not directly proportional, and this relationship may have a curvilinear nature. As a result, it was found that the frequency of learning strategy use does not entail the effectiveness of learning strategies.