The effect of language learning strategies training on pedagogical content knowledge in teaching Turkish as a foreign language

In this study, it is aimed to examine the effect of language learning strategies training on the pedagogical content knowledge of teacher candidates in teaching Turkish as a foreign language. In the research, explanatory sequential design was preferred which is one of the mixed method models in which quantitative and qualitative data are used together. In the quantitative dimension of the research, the experimental design with the pretest and posttest control group was used, and in the qualitative dimension, the basic qualitative research design was used. The study group of the research consists of pre-service teachers studying in the last class of the Turkish Language Teaching Program at Amasya University. Quantitative data of the research were obtained by applying the Language Learning Strategies Scale and the Pedagogical Content Knowledge Achievement Tests to 60 pre-service teachers, 30 in the experimental group and 30 in the control group, before and after the experimental process. The experimental process of the study is the 8 week Language Learning Strategies Education program applied to the experimental group. The qualitative data of the research were obtained through the Interview Form for Language Learning Strategies Education. In the analysis of quantitative data, chi-square (χ2) test, t-test for independent samples, t-test for dependent groups and one-way Analysis of Covariance (ANCOVA) were used through SPSS 23.0 Program. Qualitative data were analyzed by content analysis. As a result of the research, it was determined that language learning strategies education had an effect on the pedagogical content knowledge of teacher candidates and their awareness increased significantly. It has also been concluded that language learning strategies education is useful and practical, helps to see the deficiencies, provides high-level thinking and effective learning and teaches to look and teach from a critical point of view.