THE EFFECT OF COGNITIVE AND COMPENSATION STRATEGY INSTRUCTION ON READING COMPREHENSION SKILL

Bir dile bütün becerileriyle hâkim olabilmek zorlu ve zaman alan bir süreç gerektirir. Dil öğrenme stratejileri bu süreç esnasında öğrenenlere dili öğrenmeyi daha etkin ve zahmetsiz kılma noktasında katkı sağlayabilecek unsurlar arasında değerlendirilmektedir. Okuduğunu anlama dil becerileri arasında en önemli boyutlardan birisini teşkil etmekte ve dil öğrenme stratejileri diğer dil becerileri açısından olduğu gibi bu beceri bağlamında da bazı katkılar sunmaktadır. Bu çalışma bilişsel ve telafi edici stratejilerin okuduğunu anlama becerisi bağlamında öğrenci başarısı üzerinde anlamlı bir etkisinin olup olmadığını ortaya koymayı amaçlamaktadır. Araştırma Ondokuz Mayıs Üniversitesi İngiliz Dili Eğitimi Anabilim Dalı'nda öğrenim gören 60 birinci sınıf öğrencisinin katılımıyla gerçekleşmiştir. 30 öğrenci deney grubunda yer alırken diğer 30 öğrenci kontrol grubunda yer almıştır. Deney grubu okuduğunu anlama becerisi üzerine strateji temelli bir eğitim alırken kontrol grubu strateji odaklı olmayan geleneksel bir yaklaşımla eğitim görmüştür. İki grup arasında ön-test ve son-test sonuçları açısından anlamlı bir fark bulunmamasına karşın deney grubunun ön ve sontestleri bağımsız olarak incelendiğinde istatistiksel olarak anlamlı bir ilerlemenin kaydedildiğini görülmektedir. Kontrol grubuna ilişkin bağımsız istatistiksel analizler ise anlamlı bir ilerleme ortaya koymamaktadır. Bu bulgular ışığında dil öğrenme stratejilerinin okuduğunu anlama becerisi bağlamında katkı sağlayabileceği sonucuna ulaşılmış ve bu çerçevede sınıf içi uygulamalar için öneriler sunulmuştur

BİLİŞSEL VE TELAFİ EDİCİ STRATEJİ EĞİTİMİNİN OKUDUĞUNU ANLAMA BECERİSİ ÜZERİNDEKİ ETKİSİ

Extended Abstract: Language learning is generally viewed as a quite demanding process. Considering its multi-facetedand intricate nature, there is an ongoing and ever-growing quest for new ways to render the learning period shorter and more effective. In this process, some contributive means such as language learning strategies are offered and employed as boosting and facilitating factors. Having its roots in the studies conducted to identify the common characteristics of successful language learners in 1970s, language learning strategies appear to be effective in terms of different language skills. As reading comprehension skill constitutes one of the most important aspects of competence in a language, language learning strategies promise some facilities in this context, too. There are some strategies applicable for reading comprehension skill in the related literatureand most of them aim to render reading process more effective and time-efficient. Strategies like ,getting the idea quickly', ,taking notes', ,highlighting', and ,guessing intelligently' covered in this study are all intended to serve this purpose as contributive agents.Even though it can be easily observed that there is an ever-growing body of researchontheusemeta-cognitivestrategies,cognitiveandcompensation strategies receive much less interest. In order to fill this gap, this study aims to find outwhetherteachingcognitiveandcompensationstrategiesforreading comprehension skill makes a statistically significant difference in the students' reading performances. The subjects of the study are 60 first-year students attending the ELT program at Ondokuz Mayıs University. 30 students are assigned to the experimental group while the other 30 students are included in the control group. In order to specify the extent to which the treatment process is successful a pre-and post-test for reading comprehension were administered to the subjects. In order to evaluate the reading comprehension level of the students, ten multiple-choice questions, two open ended questions and four true-false questions are addressed to them in the test (pre-post test). The statistical analyses of the study are conducted by means of the SPSSsoftwarewithstatisticaltechniqueslikemean,standarddeviation, frequencies and T-tests. The statistically significance level is accepted as p

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