İNGİLİZCE ÖĞRENMEDE ÖĞRENCİLERİN DENEYİM FARKLILIKLARI VE SORUNLARA YAKLAŞIMLARI: BİR DURUM ÇALIŞMASI

Durum incelemesi tarzındaki bu nitel çalışma; farklı öğrenme deneyimleri olan öğrencilerin, yabancı dil öğrenilen bir ortamda karşılaşılan problemlerin üstesinden gelmek için başvurdukları yaklaşımları belirlemeyi hedeflemiştir. Veriler, yarı yapılandırılmış görüşme yöntemiyle toplanmışür. Amaçlı örnekleme yöntemiyle seçilen öğrencilerin her biriyle iki defa görüşülmüştür. Farklı giriş nitelikleri olan öğrencilerin; daha önce denenmiş bir ‘zorlukla! yeniden yüzleştirildiklerinde, engellere farklı tepki gösterdikleri tespit edilmiştir. Başarısız öğrenme deneyimleri olan öğrenciler, deneyimi çok az olan veya hiç olmayan öğrencilere göre, yabancı dil öğrenmeyle ilgili sorunlarla başa çıkmada daha fazla zorlanmaktadır. Öz-yeterlik, öğrencilerin geçmiı deneyimleriyle yakından ilgili olduğu için, öğrencilerin geçmiı yaşantılanna ve öğrenme sorunlarına karçı tercih ettikleri yaklaşımlara ilişkin bilgi, öğretmenlerin öğrencilerine yardımcı olmasını kolaylaşürabilir.

Students’ Backgraund Differences and Approaches to Obstacles ın Learning English: A Case Study

This qualitative case study aimed at investigating the ways students with different previous learning experiences go through in order to survive the problems faced within a foreign language learning context. The data were gathered qualitatively through semi structured interviews. The students who were purposefully sampled were each interviewed twice. It was found that when students with different entry characteristics go through a similar challenge, they react differently to the obstacles in the way. Students with former failures in learning find it harder to cope with the problems than students with little or no earlier experience in language learning. Since self-efficacy is closely related to students ’ backgrounds, the knowledge of students ’ previous experience in language learning and students ’ strategies against the learning problems may enable teachers to help their students throughout the process.

___

Adelman, C., Jenkins, D. & Kemmis, R., Rethinking Case Study. In J. Bell, T. Bush, A. Fox, J. Goodey & S. Goulding, (Eds.), (1984). Conducting Small- scale Investigations in Educational Management, Harper & Row and the Open University, London, 1976.

Allwright, D. & Bailey, K. M., Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers, Cambridge University Press, Cambridge, 1991.

Bandura, A., Social Learning Theory, Prentice-Hall, Englewood Cliffs, NJ, 1977.

Berg, B. L., Qualitative Research Methods for the Social Sciences, Allyn and Bacon, Needham Heights, Mass., 1995.

Bogdan, R. C. & Biklen, S. K., Qualitative Research for Education: An Introduction to Theory and Methods, Allyn and Bacon, Boston, 1998.

Brown, H. D., Principles of Language Learning and Teaching, Longman, New York, 2000.

Cangelosi, J. S., Classroom Management Strategies: Gaining and Maintaining Students' Cooperation (5th ed.), John Wiley & Sons, New York, 2004.

Charles, C. M., Building Classroom Discipline (7th ed). Longman, New York, 2001.

Cohen, A. D. & Dörnyei, Z., Focus on the Language Learner: Motivation, Styles and Strategies, In N. Schmitt (Ed.) An Introduction to Applied Linguistics, Arnold, London, 2002.

Cohen, L & Manion, L., Research Methods in Education, Routledge, London, 1996.

Comish, R., Rader, C. K., W, Daboval, J. & Northam, C., National Impact - A Classroom Trust Inventory. Psychology, 33 (1), 1996, 37-40.

Cook, V., Second Language Learning and Language Teaching, Arnold, London, 2001.

Darch, C. B. & Kameenui, E. J., Instructional Classroom Management: A Proactive Approach to Behavior Management (2nd ed.), Longman, White Plains, NY, 2003.

Gajendra, V. (Ed.), Researching Education: Perspectives and Techniques, Falmer Press, London, 1998.

Galloway, V. & Labarca, A., From Student to Learner: Style, Process, and Strategy. Chapter 4 in D. Birckbichler, ed., New Perspectives and Directions in Foreign language Education. The ACTFL Foreign Language Education Series, Lincolnwood, IL: National Textbook Company, 1990.

Hadley, A. O., Teaching Language in Context, Heinle & Heinle Publishers, Boston, 2003.

Jones, V. F. & Jones, L. S., Comprehensive Classroom Management: Creating Communities of Support and Solving Problems, Allyn and Bacon, Boston, 2003.

Rohrkemper, M. M. & Good, T. L., Proactive Teaching. In M. J. Dunkin (Ed.), The International Encyclopedia of Teaching and Teacher Education, Pergamon Press, Oxford, 1988.

Spielmann, G. & Radnofsky, M., Learning Language under Tension: New Directions from a Qualitative Study. The Modern Language Journal, 85, 2001, 259-278.

Stake, R., The Art of Case Research. Sage Publications: Thousand Oaks, CA, 1995

Y ld r m, A. & im ek, H., Sosyal Bilimlerde Nitel Ara t rma Yöntemleri (6. Bask ), Seçkin, Ankara, 2006.

This document was created with Win2PDF available at

The unregistered version of Win2PDF is for evaluation or non-commercial use only.

This page will not be added after purchasing Win2PDF. http://www.win2pdf.com.