Fidel ÇAKMAK

4028

İkinci Dilde Özdenetimli Mobil Dinleme Ortamında Navigasyon Stratejileri ve Üstbilişsel Farkındalık

Bu çalışma, özdenetimli bir mobil öğrenme ortamında, ikinci dil öğrenenlerin dinleme sırasında kullandıkları navigasyon stratejilerini ve mobil destekli dinlemeye ilişkin üstbilişsel farkındalığın dinlediğini hatırlama, rastlantısal kelime öğrenimi ve dinleme süresi ile ilişkili olup olmadığını araştırmayı amaçlamıştır. İkinci dil yeterliği düşük düzeyde olan öğrenciler iki deney grubuna rastgele atanmıştır: dinleme esnasında ses kontrol araçlarına erişimi olan deney grubu ve ses kontrol araçlarına erişimi olmayan grup. Her iki gruptaki katılımcılar Üstbilişsel Farkındalık Dinleme Anketini (MALQ) cevapladıktan sonra 13.56 dakikalık bir hikâyeyi cep telefonundan dinleyerek hatırladıklarını yazmaları istenmiş ve daha önce bilgilendirilmedikleri kelime testleri verilmiştir. Sonuçlar, dinleme sürecini kontrol etmelerine izin verilen deney grubundaki katılımcıların ilk dinlemede global ve analitik dinleme stratejilerini eşit olarak tercih ettiklerini, ikinci dinlemede ise analitik stratejiler kullanma eğiliminde olduklarını göstermiştir. Ayrıca, dinleme sürecini kontrol etmenin dinlediğini hatırlama ve rastlantısal kelime öğrenme açısından herhangi bir üstünlüğü gözlemlenmemiştir. Son olarak, öğrencilerin üstbilişsel strateji kullanımları ile dinlediğini hatırlama, tesadüfi kelime öğrenme ve dinleme görevine harcadıkları zaman arasında farklı ilişki örüntüleri gözlemlenmiştir
Anahtar Kelimeler:

İkinci dilde dinleme stratejileri, ikinci dilde mobil destekli dinleme, üstbilişsel farkındalık, ikinci dilde özdenetimli dinleme, rastlantısal kelime öğrenimi

Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language

This study aimed to explore what navigating strategies L2 learners use during listening in a self-regulated mobile learning environment and whether or not metacognitive awareness about mobile-assisted listening correlated to text recall, incidental vocabulary learning and listening duration when learners regulated their listening. Learners with a low-level L2 proficiency were randomly assigned to an experimental group where they were allowed to control the listening process through audio control tools and a control group that was not allowed such control. Both groups listened to a 13.56-minute-long story on a mobile phone. Before listening, the Metacognitive Awareness Listening Questionnaire (MALQ) was administered. After listening, the participants were given a recall task and unannounced vocabulary tests. The results indicated that the participants who were allowed to regulate their listening preferred global and analytical listening strategies equally during the first listening while they tended to utilize analytical strategies during the second listening. The findings did not show any advantages of self-regulation for either text recall or incidental vocabulary learning. Finally, different patterns of relationships were observed between the learners’ reported metacognitive strategy use and their recall and incidental vocabulary learning scores as well as the amount of time they spent on the listening task
Keywords:

L2 listening strategies, mobile-assisted L2 listening, metacognitive awareness, self-regulated L2 listening, incidental vocabulary learning,

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Boğaziçi Üniversitesi Eğitim Dergisi-Cover
  • ISSN: 1300-9567
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 1976
  • Yayıncı: Boğaziçi Üniversitesi
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