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LANGUAGE LEARNING STRATEGIES USED IN EFL CLASSES AND ROLE OF GENDER IN HIGH SCHOOL CONTEXT

Yıl 2021, Cilt , Sayı 22, 199 - 214, 21.10.2021
https://doi.org/10.29029/busbed.928439

Öz

The current research aimed to reveal the language learning strategies (LLS) used by Anatolian high school students and examine whether gender has a role in their strategy preferences and frequency of using them. One hundred fifty-six participants were randomly selected as the participants (100 females and 56 males). The participants learning English as a foreign language were chosen randomly from different grades of Siirt Atatürk Anatolian High School (9th, 10th and 11th). The study data were collected through the questionnaire developed by Oxford (1990) to discover the language learning strategies used in the language learning continuum. Descriptive statistics were computed to determine the language strategies used in a high school context and discover if gender has a role in adapting the strategies. In light of the current research findings, the researcher found out that the female learners used language learning strategies more frequently than the male participants. While the most favoured strategies were social language learning strategies, and the effective strategies were the least preferred.

Kaynakça

  • Bekleyen, N. (2006). İngilizce öğretmen adaylarının dil öğrenme stratejileri kullanımı, Dil Dergisi, 132, 28-37.
  • Campbell, D.T. (1984). Can we be scientific in applied social science? In R.F. Conner, D.G. Altman, and C. Jackson (eds.), Evaluation studies review annual volume 9 (pp. 26-48). Thousand Oaks, CA: Sage.
  • Cephe, P.T. & Yeşilbursa, A.A. (2006) Language learning strategies of Turkish university EFL students, Education And Science, Say.31, Nu.139, (ss. 139).
  • Cesur, O. & Fer, S. (2007) What is the validity and reliability study of the strategy inventory of language learning? Yüzünvcü Yıl University, Faculty Educ. J. Vol.4, No.2, (pp.49-74).
  • Chang, C. (2011). Language learning strategy profile of University Language Majors in Taiwan. Electronic Journal of Foreign Language Teaching, Vol. 8, No.2, (pp.201-215).
  • Cohen, J. (1998) Statistical power analysis for the behavioural sciences. Hillsdale, N.J: L. Erlbaum Associates.
  • Demirel, M. (2012) Üniversite öğrencilerinin kullandıkları dil öğrenme stratejileri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Nu.43, (ss. 141-153)
  • Dönyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N. J: L. Erlbaum.
  • Ellis, R. (1994) The study of second language acquisition. Oxford: Oxford University Press.
  • Gerami, M.H. & Baighlou, S.M. (2011). Language learning strategies used by successful and unsuccessful Iranian EFL students, Procedia-Social and Behavioral Sciences, 1567-1576.
  • Grossman, D. (2011). A study of cognitive styles and strategy used by successful and unsuccessful adult learners in Switzerland, M.A. thesis, School of Humanities of the University of Birmingham.
  • Hamamcı, Z. (2012). Üniversite hazırlık sınıfı öğrencilerinin dil öğrenme stratejisi tercihleri, Eğitim ve Öğretim Araştırmaları Dergisi, 3. 314-323.
  • Green, J. and Oxford, R.L., 1995: A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
  • İzci, E. Sucu, H. (2011). İlköğretim ikinci kademe öğrencilerinin yabancı dil öğrenirken kullandıkları öğrenme stratejileri, I. Uluslararası Eğitim Programları ve Öğretim Kongresi Bildirileri, Eskişehir.
  • Kılıç, A. & Padem, S. (2014). The Examination of the Language Learning Strategies of University Preparatory Class Students with Respect to Various Variables. Elementary Education Online, 13(2), 660-673.
  • Kumaravadivelu, B. (1994) The post method condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, Vol.28, (pp. 27-48)
  • Liyanage, I. & Barlett, B. J. (2012). Gender and language learning strategies: Looking beyond the categories. The Language Learning Journal, Vol. 40, No. 2, (pp.237-253).
  • Nyikos, M., & Oxford, R. (1993). A Factor Analytic Study of Language-Learning Strategy Use: Interpretations from Information-Processing Theory and Social Psychology. The Modern Language Journal, 77(1), 11-22. doi:10.2307/329553
  • Oxford, R. L. (1990) Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
  • Oxford, R. L. & Burry –Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). System, 23, 1-23.
  • Özmen, T. and Gülleroğlu, H. (2013) Determining language learning strategies used by the students at the faculty of educational sciences based on some variables. Eğitim ve Bilim, 30-40.
  • Park, G., 1997. Language learning strategies and English proficiency in Korean university learners. Foreign Language Annals 30: 211-221.
  • Phillips, V. (1991). A look at learner strategy use and ESL proficiency. The CATESOL Journal, 57-67.
  • Rubin, J. & Thompson, I. (1994). How to become a more successful language learner) Boston, MA: Heinle & Heinle?
  • Tercanlioğlu, L. (2004). Exploring gender effect on adult foreign language learning strategies. Issues in Educational Research, 14 (2), 181-193.
  • Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning. 50 (2), 203-243.
  • Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia-Social and Behavioural Sciences. 2, 682-687. http://dx.doi.ogr/10.1016/j.sbspro.2010.03.084.
  • Yunus, M. M. Sulaiman N. A. & Embi, M. A. (2013). Malaysian gifted students’ use of English language learning strategies. English Language teaching. 6(4), 97-109. http://dx.doi.org/:10.5539/elt. v6n4p97.

LİSE BAĞLAMINDA İNGİLİZCENİN YABANCI DİL OLARAK ÖĞRETİLDİĞİ DERSLERDE KULLANILAN DİL ÖĞRENME STRATEJİLERİ VE CİNSİYETİN ROLÜ

Yıl 2021, Cilt , Sayı 22, 199 - 214, 21.10.2021
https://doi.org/10.29029/busbed.928439

Öz

Mevcut araştırma, lise öğrencilerinin kullandıkları dil öğrenme stratejilerini ortaya çıkarmayı, strateji tercihlerinde ve bunları kullanma sıklığında cinsiyetin rolü olup olmadığını incelemeyi amaçlamaktadır. Katılımcı olarak yüz elli altı katılımcı rastgele seçilmiştir (100 kız ve 56 erkek). Yabancı dil olarak İngilizce öğrenen öğrenciler Siirt Atatürk Anadolu Lisesinin 9, 10 ve 11. sınıf seviyelerinden rastgele seçildi. Çalışmanın verileri, dil öğrenme sürecinde kullanılan dil öğrenme stratejilerini ortaya çıkarmak için Oxford (1990) tarafından geliştirilen SILL adlı ölçek aracılığıyla toplandı. Lisede kullanılan dil stratejilerini belirlemek ve bu stratejileri kullanmada cinsiyetin bir rolü olup olmadığını keşfetmek için tanımlayıcı istatistiklerden faydalanıldı. Araştırmacı, mevcut araştırmanın bulguları ışığında, kız öğrencilerin erkek katılımcılara göre dil öğrenme stratejilerini daha sık kullandıklarını ortaya çıkarmıştır. En çok tercih edilen stratejiler sosyal dil öğrenme stratejileridir. Duygusal dil öğrenme stratejileri ise kullanımı en az tercih edilen stratejilerdi.

Kaynakça

  • Bekleyen, N. (2006). İngilizce öğretmen adaylarının dil öğrenme stratejileri kullanımı, Dil Dergisi, 132, 28-37.
  • Campbell, D.T. (1984). Can we be scientific in applied social science? In R.F. Conner, D.G. Altman, and C. Jackson (eds.), Evaluation studies review annual volume 9 (pp. 26-48). Thousand Oaks, CA: Sage.
  • Cephe, P.T. & Yeşilbursa, A.A. (2006) Language learning strategies of Turkish university EFL students, Education And Science, Say.31, Nu.139, (ss. 139).
  • Cesur, O. & Fer, S. (2007) What is the validity and reliability study of the strategy inventory of language learning? Yüzünvcü Yıl University, Faculty Educ. J. Vol.4, No.2, (pp.49-74).
  • Chang, C. (2011). Language learning strategy profile of University Language Majors in Taiwan. Electronic Journal of Foreign Language Teaching, Vol. 8, No.2, (pp.201-215).
  • Cohen, J. (1998) Statistical power analysis for the behavioural sciences. Hillsdale, N.J: L. Erlbaum Associates.
  • Demirel, M. (2012) Üniversite öğrencilerinin kullandıkları dil öğrenme stratejileri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Nu.43, (ss. 141-153)
  • Dönyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N. J: L. Erlbaum.
  • Ellis, R. (1994) The study of second language acquisition. Oxford: Oxford University Press.
  • Gerami, M.H. & Baighlou, S.M. (2011). Language learning strategies used by successful and unsuccessful Iranian EFL students, Procedia-Social and Behavioral Sciences, 1567-1576.
  • Grossman, D. (2011). A study of cognitive styles and strategy used by successful and unsuccessful adult learners in Switzerland, M.A. thesis, School of Humanities of the University of Birmingham.
  • Hamamcı, Z. (2012). Üniversite hazırlık sınıfı öğrencilerinin dil öğrenme stratejisi tercihleri, Eğitim ve Öğretim Araştırmaları Dergisi, 3. 314-323.
  • Green, J. and Oxford, R.L., 1995: A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
  • İzci, E. Sucu, H. (2011). İlköğretim ikinci kademe öğrencilerinin yabancı dil öğrenirken kullandıkları öğrenme stratejileri, I. Uluslararası Eğitim Programları ve Öğretim Kongresi Bildirileri, Eskişehir.
  • Kılıç, A. & Padem, S. (2014). The Examination of the Language Learning Strategies of University Preparatory Class Students with Respect to Various Variables. Elementary Education Online, 13(2), 660-673.
  • Kumaravadivelu, B. (1994) The post method condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, Vol.28, (pp. 27-48)
  • Liyanage, I. & Barlett, B. J. (2012). Gender and language learning strategies: Looking beyond the categories. The Language Learning Journal, Vol. 40, No. 2, (pp.237-253).
  • Nyikos, M., & Oxford, R. (1993). A Factor Analytic Study of Language-Learning Strategy Use: Interpretations from Information-Processing Theory and Social Psychology. The Modern Language Journal, 77(1), 11-22. doi:10.2307/329553
  • Oxford, R. L. (1990) Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
  • Oxford, R. L. & Burry –Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). System, 23, 1-23.
  • Özmen, T. and Gülleroğlu, H. (2013) Determining language learning strategies used by the students at the faculty of educational sciences based on some variables. Eğitim ve Bilim, 30-40.
  • Park, G., 1997. Language learning strategies and English proficiency in Korean university learners. Foreign Language Annals 30: 211-221.
  • Phillips, V. (1991). A look at learner strategy use and ESL proficiency. The CATESOL Journal, 57-67.
  • Rubin, J. & Thompson, I. (1994). How to become a more successful language learner) Boston, MA: Heinle & Heinle?
  • Tercanlioğlu, L. (2004). Exploring gender effect on adult foreign language learning strategies. Issues in Educational Research, 14 (2), 181-193.
  • Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning. 50 (2), 203-243.
  • Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia-Social and Behavioural Sciences. 2, 682-687. http://dx.doi.ogr/10.1016/j.sbspro.2010.03.084.
  • Yunus, M. M. Sulaiman N. A. & Embi, M. A. (2013). Malaysian gifted students’ use of English language learning strategies. English Language teaching. 6(4), 97-109. http://dx.doi.org/:10.5539/elt. v6n4p97.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Bilim
Bölüm Makaleler
Yazarlar

Mesut KİNEŞ (Sorumlu Yazar)
İstanbul Aydın Üniversitesi
0000-0001-8201-0103
Türkiye

Yayımlanma Tarihi 21 Ekim 2021
Yayınlandığı Sayı Yıl 2021, Cilt , Sayı 22

Kaynak Göster

APA Kineş, M. (2021). LANGUAGE LEARNING STRATEGIES USED IN EFL CLASSES AND ROLE OF GENDER IN HIGH SCHOOL CONTEXT . Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi , (22) , 199-214 . DOI: 10.29029/busbed.928439