Bir Durum Çalışması: Yabancı Dil Okuma Bağlamında Üstbiliş
Bu çalışma, yabancı dil öğrenme bağlamında a) yabancı dil okuyucularının okuma ve üstbiliş algıları ile üstbilişi kullanma motivasyonları ve b) bu çalışmada uygulanan üstbiliş eğitim programının bu değişkenler üzerindeki etkilerini incelemeyi amaçlamıştır. Bu amaçlar doğrultusunda, yarı deneysel durum çalışması desenlenmiş ve yazılı cevaplanacak sorular geliştirilmiştir. Bulgular, üstbilişe hakim olan bireylerin okumayı, anlama veya hedeflere ulaşma ile ilişkilendirdiğini ve fizyolojik, bilişsel ve duyuşsal faktörlerin okuma performanslarını etkileyebileceğini bildiklerini ortaya koymuştur. Bazı yabancı dil okuyucuları, meta-okuma anlayışına sahip olabilirler; yani, bu okuyucular okuma becerilerini ve okumayı etkileyen dinamikleri diller arasında aktarabilirler. Eğitimin ardından, katılımcıların öz farkındalıkları artmış ve yabancı dilde stratejik okumaları değişmiştir. Yabancı dilde okuma motivasyonları ve ilgileri de olumlu yönde değişmiştir. Son olarak, üstbilişi pratik eden okuyucular, stratejik okumanın bilişşel olarak yorucu olduğunu fakat, zamanda verimlilik, anlama ve yabancı dili öğrenmede etkinlik ve farkındalık ve özgüven kazandırması sebebiyle bu uygulamaya devam edeceklerini belirtmişlerdir.
A Case Study of Metacognition in a Foreign Language Reading Context
This study aimed to examine a) L2 readers’ perceptions of reading, metacognition, andmotives for practicing metacognition in a foreign language learning context and b) the effects of ametacognition training program on these variables. For this purpose, a quasi-experimental case study wasdesigned, and written questionnaires were developed. Findings confirmed that metacognitive individualspertain reading to comprehension or goal attainment and they know physiological, cognitive, and affectivefactors might impact their performances. Some L2 readers might hold an understanding of meta-reading;skills and dynamics that facilitate and interfere with performance might transfer across languages. Followingthe training, participants’ self-awareness increased and their strategic L2 reading changed. Their motivationand interest to read in a foreign language was also impacted, positively. Lastly, although metacognitivereaders were aware of that strategic reading may be cognitively demanding; such readers would still continuepracticing metacognition for efficiency with time, effectiveness with comprehension and EFL learning, andpleasure of awareness and self-confidence.
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