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Novitas-ROYAL,Vol. A statistically dissertation language learning strategy difference was found among all types of strategies used by the learners andthe teachers. While the relationship between the compensation strategy and the academic success of the studentswas statistically significant, the affective strategy was found to have a negative meaningful relation with theacademic success of the students.
However, the mostly favoured strategies used by both the students and the teachers weremetacognitive strategies and compensation strategies. At the end of the present study some recommendations forforeign language teachers to use these strategies effectively were made. Tüm strateji kullanımlarıiçin öğrenciler ve öğretmenler arasında istatistiksel olarak anlamlı bir fark bulunmuştur.
Telafi stratejileri ile başarı arasındaki ilişki pozitif yönde anlamlı çıkarken, duygusal stratejiler ile başarı arasında negatif yöndeanlamlı bir ilişki bulunmuş, geri kalan dört strateji ile başarı arasında önemsenecek bir ilişki bulunmamıştır.
Ancak, çalışmaya katılan öğrenciler ile öğretmenlerinin en çok tercih edip kullandıkları stratejiler bilişüstü ve telafi stratejileri olarak tespit edil miştir. Çalışmanın sonunda bu stratejilerin etkin kullanımları için bazı öneriler getirilmiştir.
Anahtar Sözcükler: Öğrenme Stratejileri, Yabancı Dil Öğrenme Stratejileri, Yabancı Dil Eğitimi Stratejileri,Akademik Başarı 1. Similarly, Chamot describeslearning strategies as the thoughts and actions that individuals use to accomplish a learninggoal.
From the definitions of learning strategies offered by different researchers, Lessard- Clouston concluded that learning strategies are involved in all learning, regardless of the content and context. tr Novitas-ROYAL,Vol. However, Hişmanoğlu claims that there is always the possibility that badlanguage learners can also use the same language learning strategies while becomingunsuccessful. These authors emphasize that using the same good language learning strategiesdoes not guarantee that bad learners will also become successful in language learning sinceother factors may also play an important role in success.
In his study, Alptekin investigated the tutored language learning of English in a formalsetting and the non-tutored acquisition of Turkish in a non-formal setting by internationaluniversity students and concluded that compensation as a direct learning strategy seems to bethe one most frequently deployed in both tutored and naturalistic learning.
The results of theirstudy indicated that regardless of their educational background, all postgraduate studentsneeded to be trained in the use of language learning strategies and the educational backgroundcan be a factor affecting the preference of language learning strategies LLS. Bekleyen investigated the language learning strategy levels of the English teachercandidates in terms of their gender, class levels and high schools.
Moreover, a significant difference was found between thestrategy use of 1 dissertation language learning strategy grade students and the strategy use of 4 th grade students, which led to theconclusion that the use of strategy generally improves through the 4 th grade.
Different from the others, Brown divides the strategies intotwo groups as learning strategies and communication strategies. The classification used in most of the studies is the classification of Erhman and Oxford In this classification, from which we dissertation language learning strategy also benefited for our study, dissertation language learning strategy, strategies arefirst divided into two as direct and indirect strategies.
Indirect strategies includemetacognitive, affective and social strategies while direct strategies involve cognitive,memory and compensation strategies.
Oxford and Crookall describes thestrategies as in the following; Cognitive Strategies — skills that involve manipulation or transformation of thelanguage in some direct way through reasoning, analysis, note taking,functional practice in naturalistic settings, formal practice with structures andsounds, etc.
Memory Strategies — techniques to help store new information in memory andretrieve it later Compensation Strategies — behaviours used to compensate for missingknowledge of some kind such as inferencing guessing while listening orreading, or using synonyms or circumlocution while speaking or writing. Social Strategies — actions involving other people in the language learningprocess. Examples are questioning, cooperating with peers, and developingempathy. Which language learning strategies do the students in the School of Foreign Languages at Erciyes Üniversity use?
Which language teaching strategies do the English language instructors in theSchool of Foreign Languages at Erciye s Üniversity use? Is there a significant difference between the students and their English languageinstructors in terms of the strategy use?
Is there a correlation between the language learning strategies used by the studentsand their academic achievement?
How does the relationship between the strategies used by the students and theinstructors affect the academic achievement of the students? Of the students, of them are from the departments of SocialSciences and of dissertation language learning strategy are students at the departments of Applied Sciences.
The level of the students is intermediate level and their classes include students from differentdepartments. There are four courses including A, B, C, and D in the school and these courses aredetermined according to the academic achievement of the students. The pilot study wasconducted with 9 night D classes since the number of students in other night courses was notenough for the study.
Therefore, 15 of 27 day classes D courses were chosen randomly toparticipate in the study. After having consulted pedagogyinstructors and foreign language lecturers, 50 of the items were decided to be used in thestudy. Finally, a 5-point Likert type scale with 50 items was developed. Eight of these itemsmeasure metacognitive strategies, 6 of them tries to see which compensation strategies areused, 6 of them are related to the use of affective strategies, dissertation language learning strategy, 6 of them investigate dissertation language learning strategy use of.
Related Papers. By ARİF SARIÇOBAN. By ARİF SARIÇOBAN and Aysel Saricaoglu. The Effect of Language Learning Strategies on Learning Vocabulary in Teaching Turkish as a Foreign Language. By Fatma Bölükbaş Kaya. By ŞULE ÇELİK KORKMAZ, dissertation language learning strategy. Download file. Log In with Facebook Log In with Google Sign Up with Apple. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link.
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Language Learning Strategies
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