Öğrenci ve Öğretmen Bakış Açısıyla Kelime Öğrenme Stratejilerinin Algılanan Önemi, Kullanımı ve Öğretimi

Bu çalışmanın amacı, kelime öğrenme stratejilerinin algılanan önemi, kullanımı ve öğretimi konusundaki öğrenci ve öğretmen bakış açılarını saptamak ve karşılaştırmaktır. Türkiye’de, Antalya ilinde yer alan on farklı Anadolu lisesinde öğrenimlerini sürdüren toplam 548 dokuzuncu sınıf öğrencisi ile bu okullarda görev yapan 56 İngilizce öğretmeni çalışmaya katılmıştır. Schmitt’in (1997) kelime öğrenme stratejileri sınıflandırmasından yola çıkılarak oluşturulmuş bir anket aracılığıyla veri toplanmıştır. Geçerlilik çalışması ve doğrulayıcı faktör analizinin ardından diğer istatistiksel analizler gerçekleştirilmiştir. Elde edilen sonuçlar, kelime öğrenme stratejilerine daha çok önem veren öğrencilerin bu stratejileri daha fazla kullandığını, öğretmenlerin de daha fazla öğrettiğini göstermiştir. Öğrencilerin kelime öğrenme stratejilerinin kullanımına verdiği önem düzeyi ile öğretmenlerin bu stratejilerin öğretimine verdiği önem düzeyi arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Fakat bilişsel stratejiler dışında, öğretmenlerin stratejileri öğretme sıklığının öğrencilerin stratejileri kullanma sıklığından anlamlı ölçüde fazla olduğu görülmüştür. Bu nedenle, öğretmenlerin birçok farklı stratejiyi etkin biçimde öğrettiklerini ifade etmelerine karşın öğrencilerin stratejileri daha sınırlı bir oranda uyguladıkları sonucuna varılmıştır. Bu sonuçlardan yola çıkılarak, öğrenciler ve öğretmenler arasındaki bu uyuşmazlığın nedenlerinin araştırılması önerilmiştir.

Perceived Importance, Use and Instruction of Vocabulary Learning Strategies from Students’ and Teachers’ Perspectives

This study aimed to unearth and compare students’ and teachers’ perspectives inrelation to the perceived importance, use and instruction of vocabulary learningstrategies (VLS). A total of 548 ninth grade students studying at ten differentAnatolian high schools in Antalya, Turkey and 56 English language teachersworking at these schools participated in the study. Data were collected by meansof a questionnaire based on Schmitt’s (1997) taxonomy of VLS. Following avalidation process and conducting confirmatory factor analysis, further statisticalanalysis was carried out. The results indicated that the students and teachers whoascribed a higher level of importance to VLS used and taught them to asignificantly larger extent. The study found no statistically significant differencebetween the levels of importance attached to the use and instruction of VLS by thestudents and teachers. However, teachers’ frequency of strategy instructionappeared to be significantly higher than students’ frequency of strategy use exceptfor cognitive strategies. Therefore, it was concluded that while teachers reportedactively teaching a wide variety of VLS, students implemented the strategies to amore limited extent. Based on the results, it was recommended to explore thereasons for this discrepancy between the students and teachers.

PDF

___

Akın, A., & Seferoğlu, G. (2004). Improving learners’ vocabulary through strategy training and recycling the target words. Hacettepe University Journal of Education, 27, 1-10.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-771). Mahwah, NJ: Lawrence Erlbaum Associates.
Atay, D., & Ozbulgan, C. (2007). Memory strategy instruction, contextual learning and ESP vocabulary recall. English for Specific Purposes, 26, 39-51.
Brown, T. S., & Perry, F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25(4), 655-670.
Catalán, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54-77.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
Çelik, S., & Toptaş, V. (2010). Vocabulary learning strategy use of Turkish EFL learners. Procedia Social and Behavioral Sciences, 3, 62-71.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, 87(2), 222-241.
George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 step by step: A simple guide and reference (14th ed.). New York, NY: Routledge.
Griffiths, C. (2007). Language learning strategies: Students’ and teachers’ perceptions. ELT Journal, 61(2), 91- 99.
Gu, Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages. Baltimore, MD. ERIC Document Reproduction Service No. ED 370 411.
Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33(1), 35-54.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679.
Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17(1), 23-59.
Klapper, J. (2008). Deliberate and incidental: Vocabulary learning strategies in independent second language learning. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 159-178). Bristol: Multilingual Matters.
Kobayashi, K., & Little, A. (2018). Explicit instruction of memory vocabulary learning strategies in an ESP context. Journal of Second Language Teaching and Research, 6(1), 20-49.
Kojic-Sabo, I., & Lightbown, P. M. (1999). Students’ approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83(2), 176-192.
Lai, Y. L. (2005). Teaching vocabulary learning strategies: Awareness, beliefs, and practices. A survey of Taiwanese EFL senior high school teachers. Unpublished Master’s Thesis, University of Essex, England.
Lawson, M. J., & Hogben, D. (1996). The vocabulary-learning strategies of foreign-language students. Language Learning, 46(1), 101-135.
Lessard-Clouston, M. (1997). Language learning strategies: An overview for L2 teachers. The Internet TESL Journal, 3(12). Retrieved September 20, 2019, from http://iteslj.org/Articles/Lessard-Clouston-Strategy.html
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics, 13, 221-246.
Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13(4), 425-449.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston, MA: Heinle Cengage Learning.
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle & Heinle.
Oxford, R. L. (2003). Language learning styles and strategies: An overview. GALA. Retrieved September 20, 2019, from http://web.ntpu.edu.tw/~language/workshop/read2.pdf
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300.
Prichard, C. (2008). Evaluating L2 readers’ vocabulary strategies and dictionary use. Reading in a Foreign Language, 20(2), 216-231.
Rasekh, Z. E., & Ranjbary, R. (2003). Metacognitive strategy training for vocabulary learning. TESL-EJ, 7(2), 1- 15.
Ravid, R. (2011). Practical statistics for educators (4th ed.). Plymouth, UK: Rowman & Littlefield Publishers.
Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146–161.
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41-51.
Sagarra, N., & Alba, M. (2006). The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal, 90(2), 228-243.
Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. The Modern Language Journal, 79(1), 15-28.
Sarıçoban, A., & Başıbek, N. (2012). Mnemonics technique versus context method in teaching vocabulary at upper-intermediate level. Education and Science, 37(164), 251-266.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, UK: Palgrave Macmillan.
Segler, T. M., Pain, H., & Sorace, A. (2002). Second language vocabulary acquisition and learning strategies in ICALL environments. Computer Assisted Language Learning, 15(4), 409-422.
Şen, H. (2009). A comparison of EFL teachers’ perceptions of language learning strategies (LLSs) and learners’ reported use of LLSs in their English language classes. Unpublished Master’s Thesis, Middle East Technical University, Ankara, Turkey.
Takač, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters.
Üster, S. (2008). The role of brain-based gender differences on the vocabulary learning and consolidation skills and strategies. Unpublished Master’s Thesis, Middle East Technical University, Ankara, Turkey.
Walters, J., & Bozkurt, N. (2009). The effect of keeping vocabulary notebooks on vocabulary acquisition. Language Teaching Research, 13(4), 403-423.
Wu, W. S. (2005). Use and helpfulness rankings of vocabulary learning strategies employed by EFL learners in Taiwan. Journal of Humanities and Social Sciences, 1(2), 7-13.