Dil Öğreniminde Etkili Sözcük Öğrenme Stratejileri: Mikro Strateji Kullanımının İncelenmesi

Bu çalışmanın amacı sözcük bilgisi düzeyi yüksek lisansüstü Türk öğrencilerin kullandığı mikro SÖS’ü incelemek, böylece etkili mikro SÖS’ü ortaya koymaktır. Sözcük bilgisi düzeyi yüksek lisansüstü öğrencilerin çoğu tarafından nadiren kullanılan ya da hiç kullanılmayan mikro SÖS de en az kullanılan SÖS’ü ortaya koymak amacıyla incelenmiştir. Çalışmada betimsel araştırma deseni kullanılmıştır. Katılımcılar lisansüstü (yüksek lisans ve doktora) eğitimlerine Türkiye (yabancı dil ortamı) ve İngiltere’de (ikinci dil ortamı) devam etmekte olan toplam 128 Türk öğrencidir. Çalışmanın verileri Exeter Üniversitesi Eğitim Bilimleri Enstitüsü Etik Kurulu’ndan alınan D/14/15/28 sayılı ve 09/03/2015 tarihli izin ve Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü Etik Kurulu’dan alınan 06 sayılı ve 26/05/2016 tarihli izinlerin ardından, ‘Sözcük Öğrenme Stratejileri Anketi’ ve ‘Sözcük Düzeyi Testi’ ile toplanmıştır. Veriler, sözcük düzeyi yüksek öğrencilerin belirlenmesi amacıyla, (ortalama, standart sapma, vb.) tanımlayıcı istatistik yöntemleri kullanılarak analiz edilmiştir. Sözcük bilgi düzeyi yüksek öğrenciler tarafından ilk beş sırada kullanılan stratejiler ve çoğu katılımcı tarafından az kullanılan ya da hiç kullanılmayan stratejiler öğrencilerin bulunduğu dil öğrenme bağlamları bakımından karşılaştırılmıştır. Ayrıca, ikinci dil ve yabancı dil bağlamları arasında SÖS’ün kullanımı bakımından anlamlı bir fark olup olmadığını anlamak amacıyla t testi yapılmıştır. Çalışmanın sonuçları, sözcük bilgisi yüksek öğrencilerin en çok kullandığı SÖS’ün ‘sözcüklerin anlamını tahmin etmek için metinden yardım almak’ ve en az kullanılan SÖS’ün ‘öğrencinin kendi hazırladığı sözcük defteri, listeleri ve kartlarının doğruluğunu öğretmene kontrol ettirmek’ olduğunu göstermiştir. İki dil bağlamı arasında SÖS’ün kullanımı bakımından fark olduğu ortaya çıkmıştır. Bu bulgular ışığında, İngilizce öğretiminde etkili SÖS eğitiminin verilmesi önerilmektedir. Bunun yanı sıra, dil öğrenme bağlamları arasındaki farklar dikkate alınmalı ve daha çok araştırılmalıdır.

Effective VLSs in Language Learning: An Analysis of Micro Strategy Use

The purpose of this research was to investigate the micro VLSs Turkish graduate learners with high vocabulary levels employ, and thus to pinpoint the effective micro VLSs. The micro VLSs rarely or never used by most of the graduate learners with high vocabulary levels were also investigated to point out the least used micro VLSs. A descriptive research design was employed in the study. The participants were a total of 128 Turkish students pursuing their graduate (master’s and doctorate) education in Turkey (EFL) and the UK (ESL). Study data were collected via the ‘Vocabulary Learning Strategies Questionnaire’ and the ‘Vocabulary Levels Test’ after taking the necessary permissions from Exeter University Graduate School of Education Ethical Committee (with the reference number D/14/15/28) on 09/03/2015 and from Dokuz Eylul University Institude of Educational Sciences Ethical Committee (with the reference number 06) on 26/05/2016. The study data were analysed using descriptive statistics (mean, standard deviation, etc.) to determine the learners with high vocabulary levels. Strategies employed by high-level learners with top five rankings and those reported to be used either rarely or none at all by most of the participants were compared and contrasted in terms of their language learning context. A t test was also used to see if the difference in VLS use between the ELS and EFL contexts was statistically significant or not. The results revealed that the most popular VLSs among highlevel learners was ‘getting help from the context to guess word meaning’ and the least popular was ‘getting the teacher check the vocabulary notebooks, lists and word-cards prepared by the learner for accuracy’. There were also differences in the use of VLSs between the two contexts. In the light of the study findings, it is suggested that instruction of effective VLSs be considered as part of English language teaching practices. Differences between contexts should be taken into account and further investigated.

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