İngilizceyi yabancı dil olarak öğrencilerinin kelime öğrenme stratejileri ve ekleri bilgisi

Kelime Öğrenme Stratejileri ve eklerinin bilgisinin uzun süredir, öğrencilerin kelime öğrenmelerini etkilediği düşünülmektedir. Ancak, birbirleriyle ilişkileri çok az dikkat çekmiş görünüyor. Bu güncel çalışma, Endonezya lise öğrencilerinin kullandığı kelime öğrenme stratejilerinin sıklığını araştırmak, eklerin bilgilerini öğrenmek ve rapor edilen kelime öğrenme stratejilerinin nasıl kullanıldıklarını öğrenmek için ekler hakkındaki bilgileri ortaya koymak amacıyla yapıldı. Bu korelasyon çalışması, on dört ve on yedi yaşları arasındaki 27 erkek ve 89 kadından oluşan lise birinci sınıfta okuyan 116 katılımcıdan oluşmaktadır. Araştırma sorularını yanıtlamak için Schmitt (1997) 'den uyarlanan Kelime Öğrenme Stratejileri anketi ve Sasao & Webb (2015) tarafından önerilen bir Kelime Kısmi Seviye Testi kullanılmıştır. Veriler Sosyal Bilimler yazılımı için İstatistik Paketi (SPSS sürüm 24) kullanıllarak analiz edilmişt.r Katılımcıların en çok Belirleme stratejisi ile Orta Düzeyde Kelime Öğrenme Stratejileri kullandıkları tespit edildi. Ek olarak, eklerinin bilgisinin sırasıyla eklerinin edinim sırası olarak kabul edilen sırasıyla low with multi, re-, inter- , dis-, -ful, and –er şeklinde olduğu tespit edilmiştir. Birbirleriyle olan ilişkileriyle ilgili olarak, genel katılımcıların Kelime Öğrenme Stratejileri, eklerine ilişkin bilgilerinde önemli bir katkı sağlar. Ancak, Bellek stratejisinden farklı olarak, Belirleme stratejisinin, eklerinin bilgisine önemli bir katkısı olmadığını kanıtladı.

EFL students’ vocabulary learning strategies and their affixes knowledge

Vocabulary Learning Strategies and knowledge of affixes have long been considered to have influence on learners’vocabulary learning. However, how they relate to each other seems to have drawn little attention. This currentstudy was intended to explore the frequency of vocabulary learning strategies used by Indonesian high schoolstudents, to find out their knowledge of affixes as well as to figure out how their reported vocabulary learningstrategies use relate to their knowledge of affixes. This correlational study involved 116 participants of the firstgrade of senior high school consisting of 27 males and 89 females aged between fourteen and seventeen years old.A questionnaire of Vocabulary Learning Strategies adapted from Schmitt (1997) and a Word Part Level Testproposed by Sasao & Webb (2015) were employed to answer the research questions. Using Statistical Package forthe Social Sciences software (SPSS version 24), it was discovered that the participants used a medium level offrequency of Vocabulary Learning Strategies with Determination strategy most preferred by them. In addition, itwas found that their affixes knowledge was low with multi, re-, inter- , dis-, -ful, and –er respectively consideredas the order of their affixes acquisition. With respect to their interrelatedness, the overall participants’ VocabularyLearning Strategies significantly contribute to their knowledge of affixes. However, unlike Memory strategy,Determination strategy proved to have no significant contributions to their affixes knowledge.

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