Başarılı Öğrencilerin Kullandığı İngilizce Sözcük Öğrenme Stratejileri

Alanyazında sözcük bilgisi üzerine yapılmış çalışmalarda, “iyi” (başarılı) öğrencilerin özellikleri uzun süredir araştırılmaktadır (Ellis, 1994; Naiman et al., 1996; Stern 1975). Bunun nedeni, büyük olasılıkla, diğerleriyle aynı eğitimi alan bazı öğrencilerin bir şekilde diğerlerinden daha başarılı olduğunun gözlemlenmesidir (Pavicic-Takac, 2008). Bu durum, yeni bir dil öğrenirlen kullanılan dil öğrenme stratejilerine olan ilgiyi artırmıştır. Dil öğreniminin önemli bir ögesi olan sözcük öğrenme (Moir and Nation, 2008) de artan bu ilgiden payına düşeni almıştır. “İyi” öğrencilerin kullandıkları ortak stratejilerin belirlenmesiyle sözcük öğreniminde kullanılan etkin stratejilerin tespit edilmesi mümkün olacaktır. Bu nedenle, bu çalışmanın amacı, sözcük düzeyi yüksek lisansüstü Türk öğrencilerin İngilizce sözcük öğrenme stratejilerini belirlemektir. Bu amaçla, veriler (Türkiye’de 27, İngiltere’de ise 21 farklı üniversitenin çeşitli bölümlerde) yüksek lisans ve doktora eğitimlerine devam etmekte olan 128 Türk öğrenciden Sözcük Düzeyi Testi (Schmitt et al., 2001) ve araştırmacı tarafından geliştirilen 54 maddelik Sözcük Öğrenme Stratejileri Anketi kullanılarak toplanmıştır. Veri analizi sonucunda “iyi” (sözcük düzeyleri yüksek) 53 öğrenci belirlenmiştir. Çalışmanın sonucunda, “iyi” öğrencilerin en sık kullandıkları sözcük öğrenme stratejilerinin (bir sözcükle ilk kez karşılaşıldığında anlamını belirlemek için kullanılan) Keşif-Belirleme stratejileri olduğu ortaya çıkmıştır. Çalışmanın bir diğer bulgusu da, “iyi” öğrencilerin kullandıkları sözcük öğrenme stratejilerinin öğrencilerin bulunduğu dil öğrenme bağlamından etkilendiği yönündedir.

Vocabulary Learning Strategies of the “Good” Learner

Within the existing literature of vocabulary research, there has long been a search for thecharacteristics of the good learner (Ellis, 1994, p. 546-50; Naiman et al., 1996; Stern 1975, p.316), which wasmost probably triggered with the observation that some learners somehow outperform the others receiving thesame training (Pavicic-Takac, 2008, p. 58). This boasted the interest in the strategies learners employ to learna new language. This interest also applies for vocabulary learning, which is a crucial element of languagelearning (Moir & Nation, 2008). By determining the shared pattern of strategies employed by good learners, itwill be possible to distinguish the effective strategies used in vocabulary learning. In this respect, the purposeof this research is to determine the English vocabulary learning strategies (VLSs) used by Turkish graduatestudents with high vocabulary-levels. To this end, data were collected from 128 Turkish graduate studentspursuing their master’s or doctoral education at 27 universities in Turkey and 21 universities in the UK viaVocabulary Levels Test (Schmitt et al., 2001, p. 82-88) and a 54-item Vocabulary Learning StrategiesQuestionnaire, developed by the researcher. Students’ vocabulary levels were determined by calculating theircorrect answers at each of the five word-levels. The study data were analysed and 53 good learners whoachieved 24 and above at all levels were identified. An average score of 24 and above out of 30 items meantthe student had mastered that level. The results revealed that good learners most commonly used Discovery-Determination strategies which are employed to determine the meaning of a word when one meets it for thefirst time. Another finding of the research was that language learning context affected the overall use and choiceof good learner’s VLSs. In the overall usage of VLS’s, a higher frequency of VLS’s were employed by EFLlearners than their ESL counterparts. In the overall choice of VLSs, good learners from both the ESL and EFLcontext chose to use Discovery-Determination strategies and Consolidation-Metacognitive strategies morefrequently than the other strategy groups.

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