ÜNİVERSİTE HAZIRLIK OKULU ÖĞRENCİLERİNİN BİREYSEL ÖĞRENME FARKLILIKLARI: DİL ÖĞRENME YÖNELİMLERİ VE STRATEJİLERİ

Bu çalışma İngilizce hazırlık eğitimi alan üniversite öğrencilerinin benimsediği dil öğrenme yönelimleri ile öğrenme stratejilerini incelemek ve bu iki faktör arasındaki korelasyonu saptamak amacıyla yapılmıştır. Çalışmadaki veriler iki ölçek yardımıyla toplanmıştır. Öğrenme yönelimlerini saptamak amacıyla Gardner’ın (1985) Motivasyon ve Tutum Ölçeği “bütünleyici yönelim” ve “araçsal yönelim” kısımlarıyla kullanılmıştır. Öte yandan Oxford’un (1990) geliştirdiği Dil öğrenme Stratejiler Envanteri üç bölümüyle (üstbilişsel, bilişsel, sosyal stratejiler) kullanılmıştır. Çalışma örneklemine 195 üniversite öğrencisi dahil edilmiştir. Toplanan veriler betimsel analiz ve korelasyon analizi yöntemleriyle incelenmiştir. Çalışma sonucunda öğrencilerin belirtilen üç öğrenme stratejisinden de yararlandığı fakat en çok üstbilişsel stratejileri kullandığı görülmüştür. Ayrıca öğrencilerin hem bütünleyici hem de araçsal yönelimlerle dil öğrendiği saptanmış fakat araçsal yönelimin daha çok tercih edildiği görülmüştür. Korelasyon verileri ise öğrencilerin kullandığı dil öğrenme stratejileri ve yönelimleri arasında pozitif ve yüksek korelasyon olduğunu ortaya koymuştur. Yapılan çalışmanın farklı seviye ve eğitim bağlamlarında yer alan öğrencilerle yapılabilecek diğer çalışmalara örnek teşkil edeceği düşünülmüştür.

Anahtar Kelimeler:

Öğrenme stratejileri, dil öğrenme yönelimleri, korelasyon

INDIVIDUAL DIFFERENCES AMONG PREPARATORY SCHOOL STUDENTS: LEARNING ORIENTATIONS AND STRATEGIES

This study investigated the language learning strategies and motivational orientations, along with their correlations with each other among university students who study English preparatory year. A group of 195 students were surveyed on orientations by using Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) on two domains: a) integrative orientation and b) instrumental orientation; and on learner strategies by using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) for ESL/EFL learners on three domains: a) cognitive strategy, b) metacognitive strategy, c) social strategy. The data collected were analyzed in descriptive and correlative figures. The results showed that students used all strategies with metacognitive ones being the most preferred. Furthermore, the students seemed to employ both integrative and instrumental orientations, with instrumentality being slightly more preferred. The data also proved a positive and significant correlation between learner strategies and orientations. The study aims to inspire further studies on strategies and orientations with different contexts and levels of students.

Keywords:

Learning strategies, motivational orientations, correlation,

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