Öğrenme stratejileri, stilleri ve yabancı dilde okuma-anlama başarısı arasındaki ilişkiler örüntüsü

Bu araştırmada üniversite hazırlık sınıfı öğrencilerinin, yabancı dilde okuma anlama başarısı ile öğrenme stili tercihleri ve kullandıkları yabancı dil öğrenme stratejileri arasındaki ilişkileri açıklayıcı ve yordayıcı bir model incelenmiştir. Araştırmaya sekiz üniversiteden 376 üniversite hazırlık sınıfı öğrencisi katılmıştır. Yapısal eşitlik modellemesi türünde olan araştırmada, öğrencilerin Öğrenme stillerini belirlemek için Cohen, Oxford ve Chi (2001) tarafından geliştirilen ve araştırmacı tarafından Türkçe'ye uyarlanan "Öğrenme Stilleri Anketi"; dil öğrenme stratejileri kullanımlarını belirlemek üzere, Oxford (1990) tarafından geliştirilen ve yine araştırmacı tarafından Türkçe'ye uyarlanan "Dil Öğrenme Stratejileri Envanteri" uygulanmıştır. Öğrencilerin yabancı dilde okuma anlama başarısı ise araştırmacı tarafından hazırlanan "Yabancı Dil Seviye Sınavı" ile ölçülmüştür. Model analizi çalışmasına göre dil öğrenme stratejileri ve öğrenme stilleri değişkenlerinden sadece bellek stratejileri, bilişsel stratejiler, telafi stratejileri ve işitsel öğrenme stilinin yabancı dilde okuma anlama başarısının anlamlı yordayıcıları olduğu bulunmuştur. Sonuç olarak araştırmada geliştirilen modelin yabancı dilde okuma anlama başarısındaki varyansm yüzde 23'ünü açıkladığı belirlenmiştir.

A model explaining relationships between language learning strategies, learning styles and success in reading comprehension

In this study, the model explaining and predicting the relationships between Turkish university preparatory students' (TUPS) language learning strategies (LLS), learning styles (LS) and success in reading comprehension (RCS) was examined. The subjects were 368 university prep class students from 8 different universities in Istanbul, Turkey. The study used the structural equation modeling design. With the aim of identifying the students' LLS and LS, Oxford's (1990) Strategy Inventory of Language Learning, and Cohen, Oxford and Chi's (2001) Learning Style Survey were adapted to Turkish; proven linguisticly equivalent and used to reveal the students' LLS and LS. In order to measure the RCS, the English Language Placement Test was developed by the researcher and used in the study. Model analysis results showed that LLS such as cognitive, memory, compensation and auditory learning style predict and have direct influence on RCS. In conclusion, the model developed in this study explains 23 percent of the variance in TUPS' RCS in foreign language.

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