Öğrenme stillerine dayalı dil öğrenme stratejileri eğitiminin okuduğunu anlama becerisine etkisi

Bu çalışmada, Türkiye’de bir devlet üniversitesinde İngilizce hazırlık eğitimi alan öğrencilerle gerçekleştirilmiş olan öğrenme stillerine dayalı dil öğrenme stratejisi eğitiminin öğrencilerin okuduğunu anlama becerisine etkisinin araştırıldığı bir deneysel çalışmanın sonuçları aktarılmıştır. Okuduğunu anlama becerisinin geliştirilmesi amacıyla çalışmada yer alan 52 hazırlık sınıfı öğrencisine 5 haftalık bir süre boyunca (bir kur) iki adet bilişsel öğrenme stratejisini (not alma ve özetleme stratejileri) içeren bir strateji eğitimi verilmiştir. Çalışmanın başlangıcında, öğrencilerin öğrenme stillerinin belirlenmesi için Kolb Öğrenme Stili Envanteri (3.1 Versiyonu, Kolb & Kolb, 2005b) kullanılmıştır. Stillere dayalı strateji eğitimini oluşturan derslerde okuduğunu anlama becerisinin geliştirilmesi için not alma ve özetleme stratejileri öğretilmiş ve bu stratejilerin kullanılmasına yönelik uygulamalar yapılmıştır. Okuma derslerinin farklı öğrenme stillerine sahip öğrencilere hitap edebilmesi ve öğrencilerin strateji eğitiminden mümkün olduğunca fazla fayda sağlayabilmeleri için dersler 4 MAT modeline (McCarthy, 1990) uygun olarak tasarlanmıştır. Bu eğitim modelinde dört temel koordinat ekseni yer almaktadır ve bu eksenlerin her biri bir öğrenme stilini temsil eder. Öğrenme stillerine dayalı öğrenme stratejisi eğitiminin okuduğunu anlama becerisine etkisini analiz etmek amacıyla ön test son test kontrol gruplu araştırma deseni kullanılmıştır. Stillere dayalı strateji eğitiminin, deney grubunda yer alan öğrencilerin okuduğunu anlama becerisine etkisini ölçmek için de ikili örneklem t testi kullanılmıştır. Deney grubu ve kontrol grubu arasındaki farkın değerlendirilmesi bağımsız örneklem t testi ile yapılmıştır. Araştırmanın sonuçları, deney grubu ve kontrol grubu arasında anlamlı derecede fark olduğunu ve stillere dayalı strateji eğitiminin öğrencilerin okuma becerilerinin geliştirilmesinde ve okuma metinlerini kavramalarının ilerletilmesinde etkili olduğunu göstermiştir.

Anahtar Kelimeler:

dil öğrenme stratejileri, okuduğunu anlama becerisi, , 4Mat Modeli, öğrenme stilleri

The effects of language learning strategies instruction based on learning styles on reading comprehension

This article aims to reveal the results of an experimental study aiming to identify the effects of language learning strategies instruction (LLSI henceforth) based on learning styles on reading comprehension of EFL learners at the preparatory school of a state university in Turkey. 52 preparatory school students were given strategy instruction based on learning styles throughout an entire learning level (5 weeks) to help improve their reading comprehension ability. For that purpose, two cognitive learning strategies, namely note-taking and summarizing, were taught to learners. At the beginning of the study, students’ learning styles were identified using The Kolb Learning Style Inventory (Version 3.1, Kolb & Kolb, 2005b). The reading course that incorporated strategy instruction included teaching and practicing note-taking and summarizing strategies which match with identified learning styles. To help maximize the benefit of strategy instruction based on learning styles, the 4MAT Model (McCarthy, 1990) which includes four basic quadrants, each representing a learning style, was used for planning classes and learning activities. The effects of LLSI based on learning styles were analyzed through a pretest- posttest design. In order to assess to what extent reading strategies instruction based on learning styles increased students’ comprehension of reading texts in the experiment group, paired sample t-test was used. On the other hand, the differences between the experiment and the control group were examined using independent sample t-test. The results showed that there was statistically significant difference between the post test results of the experiment and the control groups and LLSI was effective in terms of improving students’ reading ability and increasing their comprehension of reading texts.

Keywords:

language learning strategies, reading comprehension, the 4Mat Model, learning styles,

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