Ayşegül YEŞİLBURSA AMANDA, Paşa Tevfik CEPHE

Language Learning Strategies of Turkish University EFL Students

Bu çalışmada, Türkiye'de yabancı dil olarak Ingilizceyi öğrenen 187 üniversite öğrencisinin kullandığı dil öğrenme stratejileri, Oxford'un (1990) Dil Öğrenme Strateji Envanteri (SILL) uygulanarak ölçülmüştür, ilkönce, kullanım sırasını bulmak için, farklı dil düzeyine sahip iki grup öğrencinin, dil öğrenme stratejilerinden altı kategorinin kullanım ortalamaları hesaplanmıştır. Dil düzeyi açısından anlamlı fark olup olmadığını tespit etmek için, karşılıklı iki grup arasındaki ortalamalar bağımsız t-test kullanarak karşılaştmlmıştır. Elde edilen bulgulara göre, benzer çalışmaların aksine, daha düşük dil seviyesine sahip öğrencilerin, daha yüksek dil seviyesine sahip öğrencilerden daha sık bilişötesi stratejileri kullandıktan görülmüştür. Bilişötesi ve telafi stratejilerinin her iki grup tarafından en sık kullanıldığı görülürken, diğer çalışmaların sonuçlarının da gösterdiği gibi duyuşsal stratejilerin en az kullanıldığı tespit edilmiştir.

Türk Üniversite Öğrencilerinin Dil Öğrenme Stratejileri

This study examines the reported language learning strategy use of 187 university students learning English as a foreign language in Turkey using Oxford's Strategy Inventory for Language Learning (SILL). First the reported means for the six categories of language learning strategies of two groups of learners at different proficiency levels were calculated to find the rank ordering of use. These means were then compared across the two groups using the independent t-test to determine any significant differences in terms of language proficiency level. The findings were interesting in that, unlike similar studies, the lower proficiency group reported significantly more frequent use of metacognitive strategies than the higher proficiency group. While metacognitive and compensation strategies were the most frequently reported by both groups; affective strategies were reported the least, concurring with the findings of other studies.

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