Language learning strategies used by teacher candidates

In this study, it was aimed to determine and compare the language learning strategies used by the teacher candidates studying at first grade. The study was carried out with 417 first year students studying in different departments of Burdur Mehmet Akif Ersoy University Faculty of Education in the fall semester of 2017-2018 academic year. The basis of easy accessibility and volunteerism were taken into consideration in determining the study sample. In this study, where quantitative descriptive scanning method was used, the data were gathered through Oxford Strategy Inventory of Language Learning (SILL) which was developed by Oxford (1990) and adapted to Turkish by Cesur (2008). In the scale, there are 50 items related to memory, cognitive and compensate strategies from direct language learning strategies and metacognitive, affective and social strategies from indirect language learning strategies. Because of the normal distribution of data and homogeneity of variance, t test and one-way analysis of variance (ANOVA) were used for independent (unrelated) samples. The obtained data were compared according to the departments students studied, the type of high school they graduated, their age, gender and whether they took English courses or not. As a result of these comparisons, it was determined that the students of English Department used language learning strategies more frequently than the students in other departments. It was determined that the teacher candidates in the primary school teaching department used language learning strategies more intensively than the teacher candidates in the science teaching department, but the difference between the other departments was not statistically significant. It was found that there was no significant difference between the language learning strategies of the teacher candidates according to the type of high school they were graduated from and their age. Among all strategies except for compensation and social strategies, it was revealed that male students use these language learning strategies more intensively than female students. It was found out that the students taking English courses used all strategies except for compensation strategies more intensively than the ones who did not take any English course. Keywords: Foreign Language Learning, Language Learning Strategies, Learning Strategies, Strategy İnventory For Language Learning, Teaching Language Learning Strategies, Page Number : 122 Supervisor: Doç. Dr. Kenan Demir