An assessment of the language learning strategies used by Syrian women learning Turkish as a foreign language

In 2011, a significant part of those who fled the internal turmoil in Syria took refuge in Turkey. The number of women among these refugees coming to Turkey was substantial. Both the cultural readiness of women and the socio-psychological structure were a bit delayed in adapting to this new environment they came from. This is a community of women who do not like Turkish or learn very little, despite living in Turkey for a long time. Various institutions are developing projects to overcome this situation and complete social integration. This study was conducted to determine which strategies were used by Syrian women learning Turkish while learning a language. The data were collected from women who are fluent in English and who are learning Turkish at A1-A2 level. As a data collection tool, the Language Learning Strategy Questionnaire (LLSQ) developed by R. L. Oxford was collected in its original form. In this inventory; There are 80 questions in 5-point Likert type that measure the state of the strategies applied in the development of speaking, writing, reading and listening skills with 20 questions each. Data were collected at the end of A1 and A2 levels. Conditions such as being a Syrian woman, knowing English and currently attending a Turkish course limited the study group. Therefore, the questionnaire was answered by only twenty volunteer students. As a result of the study, it was seen that refugee women from Syria preferred the sub-strategies of talking to others, asking questions and predicting from compensatory strategies, reducing anxiety, and encouraging oneself from affective strategies in order to improve their speaking skills while learning Turkish. For their writing skills, these learners frequently resorted to metacognitive strategies such as self-control and regulation of learning. Among the social strategies for the development of listening skills, speaking, asking questions and focusing learning are the most used sub-strategies. For the development of reading skills, the sub-strategies of guessing, making up words, and getting help from the mother tongue were heavily used. In general, he frequently resorted to affective strategies to reduce anxiety and encourage himself in all departments; it has been determined that sub-strategies of organization, self-control, choosing a topic, and setting goals are generally not applied.