YABANCI DİL ÖĞRENCİLERİNİN KELİME ÖĞRENME STRATEJİLERİ KULLANIM SIKLIKLARI
Bu çalışmanın amacı, yabancı dil öğretmenlik programında öğrenim görmekte olan üniversite öğrencilerinin kelime öğrenme stratejileri kullanım sıklıklarını öğrencilerin cinsiyetleri, öğrenim görmekte oldukları program ve sınıf düzeyleri gibi değişkenler açısından incelemektir. Araştırmanın katılımcılarını Ondokuz Mayıs Üniversitesi, Eğitim Fakültesi, İngilizce ve Almanca öğretmenlik programlarında öğrenim görmekte olan 363 öğrenci oluşturmaktadır. İngilizce öğretmenliği bölümünden 194 (134 kız, 60 erkek), Almanca öğretmenliği bölümünden ise 169 öğrenci (136 kız, 33 erkek) gönüllü olarak çalışmaya katılmıştır. Araştırmanın verileri Kocaman ve Kızılkaya Cumaoğlu (2014)’nun geliştirdiği ölçek yardımıyla toplanmıştır. Araştırmanın sonuçları, İngilizce öğretmenliği bölümünde öğrenim görmekte olan öğrencilerin cinsiyet değişkenine göre kelime öğrenme stratejilerini kullanma sıklıklarının sadece bilişsel boyutta farklılaştığını ortaya koymuştur. Buna karşın, Almanca öğretmenliği bölümü öğrencilerinin strateji kullanımları cinsiyete göre anlamlı fark göstermemiştir. Araştırmanın bir diğer sonucuna göre, İngilizce bölümündeki öğrencilerin sınıf düzeyleri ile strateji kullanım sıklıkları arasında bir ilişki yokken, Almanca öğretmenliği öğrencilerinin strateji kullanım sıklıkları ile kelime öğrenme strateji ölçeğinin tüm boyutları arasında sınıf düzeyleri açısından istatiksel anlamda önemli bir ilişki belirlenmiştir. Ayrıca, program değişkeni açısından yapılan değerlendirmede Almanca ve İngilizce öğretmenlik programları arasında sadece bellek ve telafi stratejilerinin kullanım sıklıkları açısından anlamlı farklılıklar bulunmuştur. İlgili literatür ışığında araştırma sonuçları tartışılmış ve yabancı dil sınıflarında kelime öğrenme stratejilerinin öğretimine ilişkin önerilerde bulunulmuştur.
FOREIGN LANGUAGE STUDENTS’ FREQUENCY OF VOCABULARY STRATEGY USE
This research aimed to determine language students’ frequency of vocabulary strategy use with regard to various variables such as gender, their education programs, and the years of education. The sample of the current research were 363 university students enrolled in English Language Teaching Department (ELT) and German Language Teaching Department (GLT) at Ondokuz Mayıs University. 194 of the participants were from the ELT program (134 females, 60 males) and 169 of them were from the GLT program (136 females, 33 males). The scale developed by Kocaman and Kızılkaya Cumaoğlu (2014) is used to collect research data. According to research results, females and males in ELT program significanly differ in the use of cognitive strategies. Conversely, gender variable did not affect the vocabulary strategy use of the students in the GLT program. Again, no relation was found between the years of education in the ELT program and the frequency of vocabulary strategy use. However, the findings showed that GLT students’ frequency of vocabulary strategy use varied significantly in every single strategy subdimension in view of their years of education. Furthermore, there existed a meaningful relation between the ELT and GLT students in the frequency of vocabulary strategy use in regard to memory and compensation strategies. Under the framework drawn, the results of the present study were elucidated in the lights of previous research in literature, and major suggestions were set for teaching of vocabulary learning strategies.
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