Publication: Yabancı dil öğreniminde öğrencilerin okuma becerilerini geliştirmek için kullandıkları stratejiler
Abstract
Yabancı dil öğrenme sürecinde, çeşitli dil öğrenim stratejileri bulunmaktadır. Bu stratejiler öğrencilere dillerini ve çeşitli becerilerini geliştirmeleri için yardım eder. Her öğrenci kişilik özelliğine, öğrenim stiline ve farklı koşullara göre kendi stratejilerini geliştirebilir. Dil stratejileri farklı becerilere ve şartlara göre değiştirilebilir. Stratejiler motivasyonu artırır, öğrenim sürecini hızlandırır ve bilgileri daha kalıcı kılar. Günümüzde yabancı dil öğretiminde öğrenci odaklı yaklaşımlar benimsenmektedir. Öğrencilerin ihtiyaçları, ilgi alanları ve becerileri hedef alınmaktadır. Bu doğrultuda, öğrencilerin de bu öğrenme sürecinde belli başlı görevleri vardır. Öğrenciler nasıl öğreneceklerini bildikleri takdirde daha hızlı, daha verimli ve daha kalıcı bir öğrenme sürecinde bulunabilirler. Öğrenmeyi öğrenme dediğimiz bu olgu, sonradan geliştirilebilen bir beceridir ve her öğrencinin, kendi öğrenme sürecinde en iyi öğrenme stratejilerini fark edip geliştirmesi gerekir. Stratejiler, öğrencilerin kendi stillerine uygun olarak geliştirilip kullanıldıkları takdirde, öğrenme sürecine büyük katkı sağlar. Bu çalışmanın amacı, öğrencilerin yabancı dil öğrenme sürecinde okuduğunu anlama becerilerini geliştirmek için kullandıkları stratejileri ortaya koymaktır. Araştırma Marmara Üniversitesi Fransızca Öğretmenliği bölümünde eğitim gören toplam 18 kişiden oluşan 4. sınıf öğrencileri ile yürütülmüştür. Nitel araştırma yöntemlerinden olan durum çalışmasıyla gerçekleştirilen bu araştırmada veri toplama aracı olarak açık uçlu sorulardan oluşan bir anket formu hazırlanmış ve öğrencilere uygulanmıştır. Elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırma sonucunda öğrencilerin “okuma öncesi” kullanılması gereken 6 stratejinin 4’ünü, “okuma sırası”nda kullanılması gereken 11 stratejinin 6’sını; “okuma sonrası” kullanılması gereken 7 stratejinin ise 6’sını kullandıkları görülmüştür. Genel olarak tüm okuma aşamalarında kullanılan 24 stratejinin ise toplam 16’sının kullanıldığı sonucuna ulaşılmıştır. Bunun yanı sıra öğrencilerin sırasıyla en sık bilişsel stratejilerden, sonra üstbilişsel stratejilerden ve son olarak sosyo-duyuşsal stratejilerden faydalandıkları tespit edilmiştir. Anahtar Sözcükler: Dil öğrenme stratejisi, yabancı dil, öğrenim süreci, okuma becerisi.
There are various language learning strategies in the foreign language learning process. These strategies help students develop their language and various skills. Each student can develop their own strategies according to their personality traits, learning style and different conditions. Language strategies can be changed according to different skills and circumstances. Strategies increase motivation, accelerate the learning process and make information more permanent. Today, student-oriented approaches are adopted in foreign language teaching. Students' needs, interests and skills are targeted. In this direction, students also have certain duties in this learning process. If students know how to learn, they can be in a faster, more efficient and more permanent learning process. This phenomenon, which we call “learn to learn” is a skill that can be developed later, and each student needs to recognize and develop the best learning strategies in their learning process. Strategies make a great contribution to the learning process if they are developed and used in accordance with students' own styles. The aim of this study is to reveal the strategies used by students to improve their reading comprehension skills in the foreign language learning process. The research was carried out with 4th grade students, consisting of 18 students in the Department of French Teaching at Marmara University. In this study, which was carried out with a case study, one of the qualitative research methods, a questionnaire form consisting of open-ended questions was prepared as a data collection tool and applied to the students. The data obtained were analyzed by content analysis. According to the research results; 4 out of 6 “pre-reading” strategies, 6 out of 11 “during reading” strategies and 6 out of 7 “post-reading” strategies were found to be used by students. In general, it was concluded that 16 out of 24 strategies in all reading stages were used by students. In addition, it was determined that the students most frequently benefited from cognitive strategies, then metacognitive strategies and finally socio-affective strategies, respectively. Key Words: Language learning strategies, foreign language, learning process, reading skills.
There are various language learning strategies in the foreign language learning process. These strategies help students develop their language and various skills. Each student can develop their own strategies according to their personality traits, learning style and different conditions. Language strategies can be changed according to different skills and circumstances. Strategies increase motivation, accelerate the learning process and make information more permanent. Today, student-oriented approaches are adopted in foreign language teaching. Students' needs, interests and skills are targeted. In this direction, students also have certain duties in this learning process. If students know how to learn, they can be in a faster, more efficient and more permanent learning process. This phenomenon, which we call “learn to learn” is a skill that can be developed later, and each student needs to recognize and develop the best learning strategies in their learning process. Strategies make a great contribution to the learning process if they are developed and used in accordance with students' own styles. The aim of this study is to reveal the strategies used by students to improve their reading comprehension skills in the foreign language learning process. The research was carried out with 4th grade students, consisting of 18 students in the Department of French Teaching at Marmara University. In this study, which was carried out with a case study, one of the qualitative research methods, a questionnaire form consisting of open-ended questions was prepared as a data collection tool and applied to the students. The data obtained were analyzed by content analysis. According to the research results; 4 out of 6 “pre-reading” strategies, 6 out of 11 “during reading” strategies and 6 out of 7 “post-reading” strategies were found to be used by students. In general, it was concluded that 16 out of 24 strategies in all reading stages were used by students. In addition, it was determined that the students most frequently benefited from cognitive strategies, then metacognitive strategies and finally socio-affective strategies, respectively. Key Words: Language learning strategies, foreign language, learning process, reading skills.