Hüseyin ÖZ

2414

Understanding Metacognitive Knowledge of Turkish EFL Students in Secondary Education

Bu çalışma, orta öğretimde İngilizceyi yabancı dil olarak öğrenen 470 Türk öğrencinin dil öğrenimi hakkındaki inanç ya da bilişötesi bilgisine dair yürütülen araştırmanın bulgularını sunmayı amaçlamaktadır. Çalışmanın ana amaçlarını oluşturan konular; orta öğretimde İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerinin sahip olduğu inaçları, bu konudaki inanç sistemlerinin nasıl yapılandığını ve sınıf, yaş, cinsiyet, okul ortamı ve sosyal ortam gibi değişkenlere göre öğrencilerin inanç sistemlerinde farklılıklar olup olmadığını araştırmaktır. Dil öğrenimine dair görüşler, Horwitz’in Dil Öğrenme Hakkında İnançlar Envanteri (BALLI) (1987) temel alınarak hazırlanmış olan, yapılandırılmış bir anket aracılığı ile toplanmıştır. Öğrencilerinin dil öğrenimiyle ilgili inanç yapılarını belirlemek amacı ile açıklayıcı faktör analizi yapılmıştır. Daha sonra, inanç türlerindeki grup içi ve gruplar arası değişkenliği bulmak amacı ile çeşitli istatiksel testler tamamlanmıştır. Araştırma sonuçları göstermiştir ki, İngilizce öğrenen Türk öğrenciler, günümüz alanyazında aktarılanlara kıyasla hem benzer hem de farklı olan geniş bir görüş yelpazesine sahiptir. Ayrıca görülmektedir ki, öğrencilerin dil öğrenimi ile ilgili bilişötesi bilgileri ya da inançları sosyal ortam, eğitim ortamı, yaş, cinsiyet ve dil öğrenme aşamasına bağlı olarak çeşitlilik göstermektedir. Sonuçlara göre, dil öğretmenleri kadar eğitim programı yapanlar ve ilgili konularda karar veren kişiler de bilişötesi bilgisi ya da öğrenci inancı oluşumunda etkili olmaktadır.

This article reports on a study that investigated metacognitive knowledge or beliefs about language learning of 470 Turkish EFL learners in secondary education. The primary aims of the study were to explore what beliefs Turkish students in secondary education held about learning English as a foreign language (EFL), how their belief systems were organized and whether there were significant differences in belief systems among learner groups according to variables such as social and school contexts, gender, age and grade level. Popular conceptions of language learning were collected using a structured questionnaire based on Horwitz’s Beliefs About Language Learning Inventory (BALLI) (1987). An exploratory factor analysis was performed to identify Turkish EFL learners’ patterns of beliefs about language learning. Subsequently, various statistical tests were carried out to find out intra- and inter-group variability in belief categories. The results of this study demonstrated that Turkish EFL learners have a broad range of conceptions both similar to and different from those reported in the current literature. It is further evident that learners’ metacognitive knowledge or beliefs about language learning have variability in terms of social and educational contexts, age, gender, and stages of language learning. The study also suggested that curriculum designers and decision-makers as well as language instructors attend to the accumulation of metacognitive knowledge or learner beliefs.
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Novitas-Royal-Cover
  • ISSN: 1307-4733
  • Yayın Aralığı: Yıllık
  • Başlangıç: 2007
  • Yayıncı: -
Arşiv
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