Mustafa ŞEVİK, Ahmet YALÇIN, Fatma BOSTANCIOĞLU

MESLEK YÜKSEKOKULU ÖĞRENCİLERİNİN YABANCI DİL ÖĞRENMEYE İLİŞKİN DÜŞÜNCELERİ

Öğrencilerin dil öğrenmeye ilişkin düşüncelerini anlamak, diğer bir deyişle, öğrencilerin neyi doğru ya da gerçek olarak kabul ettiklerini anlamak, son zamanlarda eğitim araştırmalarında önemle belirtilmiştir. Bunun temel nedeni, dil öğrenmeye ilişkin düşüncelerin, dil öğrenme sürecinde ve öğrencilerin ilerlemesinde temel ilke olarak kabul görmesidir. Bu nedenle, öğrencilerin dil öğrenmeyle ilgili düşüncelerini ortaya çıkarmak, etkili öğrenme yöntemleri oluşturmada faydalı olmasının yanında, dil öğretmenleri, müfredat planlayıcıları ve siyasîlerin öğretim yöntemlerini, müfredatları ve politikalarını öğrencilerin düşünce ve beklentilerine uygun hale getirmesinde kılavuz hükmünde olacaktır. Bu makale, Mehmet Akif Ersoy Üniversitesi (MAKÜ) Gölhisar Meslek Yüksekokulu ve Gölhisar Sağlık Hizmetleri Meslek Yüksekokulu‟nda iki yıllık ön lisans programlarında öğrenim gören 296 üniversite meslek yüksekokulu öğrencisinin dil öğrenmeye ilişkin düşüncelerini bir durum tespit çalışması olarak incelemektedir. Öğrencilerin düşüncelerini değerlendirmek için, Horwitz BALLI (Dil Öğrenme Envanteri İle İlgili Düşünceler) temelli envanter kullanılmıştır. Veriler betimleyici olarak analiz edilmiş ve sonuçlar ilgili yüzdelerle birlikte tablolarda verilmiştir. Bu çalışmanın sonuçları, üniversite meslek yüksekokulu öğrencilerinin, dil öğrenmeyle ilgili öğrenci düşüncelerine ilişkin yapılan önceki araştırmalara hem benzer hem de farklı düşünce yelpazesine sahip olduklarını göstermektedir. Çalışma, dil öğrenimi konusundaki öğrenci düşüncelerinin tespit edilmesinin öğrencilerin kendilerinin, müfredat hazırlayanların ve siyasîlerin farkındalıklarını arttırabileceğini öne sürmektedir.

VOCATIONAL SCHOOL STUDENTS’ BELIEFS ABOUT FOREIGN LANGUAGE LEARNING

Understanding language learner beliefs, in other words understanding what language learners accept as true or real, has recently been stressed in educational research. This is mainly because language learning beliefs are regarded as fundamental in the language learning process and in learners progress. Therefore, finding out language learner beliefs about language learning will not only be helpful in forming effective learning methods but also provide guidelines for language teachers, syllabus planners and policy makers to suit their teaching methods, syllabuses, and policies to meet learner beliefs and expectations. This paper reports on a descriptive study of language learning beliefs held by 296 university vocational school students studying in the two-year associate degree programs at Mehmet Akif Ersoy University (MAKÜ), Gölhisar Vocational School and Gölhisar Health Services Vocational School. Horwitz BALLI (Beliefs About Language Learning Inventory) was used to assess learners‟ beliefs. The data were analyzed descriptively and the results were provided in tables with their relevant percentages. The results of this study demonstrated that university vocational school learners have a range of beliefs both similar to and different from those revealed by previous research on learner beliefs about language learning. The study concludes with suggestions that the identification of learner beliefs about language learning may lead to increased awareness on the part of the

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