İngilizceyi Yabancı Dil Olarak Öğrenenlerin Dil Öğrenme ile İlgili İnançları, Öğrenme Yöntemleri, Dil Öğrenme Amaçları ve Öncelikleri Arasındaki İlişki: Öğrenci Boyutu
Abstract
İngilizcenin ikinci / yabancı dil olarak öğretimi alanında yürütülen araştırmalar öğrencilerin ikinci / yabancı dil öğrenmeye yönelik inançlarının bireysel özelliklerine göre farklılıklar gösterdiğini ortaya koymaktadır. Hem önceki dil öğrenme deneyimleri hem de sahip oldukları kültürel geçmişin ikinci / yabancı dil öğrencilerinin dil öğrenme ile ilgili inançlarını şekillendirmede önemli bir rol oynadığı belirtilmektedir. Bu değişkenlerin ikinci / yabancı dil öğrenmeyi önemli ölçüde etkilediği göz önüne alınırsa, bu uzun soluklu çalışma İngilizceyi yabancı dil olarak öğrenen değişik seviyelerdeki Türk öğrencilerin dil öğrenmedeki öncelikleri, dil öğrenme amaçları, dil öğrenme yöntemleri ve dil kullanımı ile ilgili inançları arasındaki ilişkiye ışık tutmayı amaçlamaktadır. Bunun yanı sıra çalışmada farklı öğrenim seviyelerindeki öğrencilerin söz konusu değişkenlere karşı tutumundaki olası değişiklikler de saptanmaya çalışılmıştır. Araştırmadan edinilen sonuçların İngilizceyi yabancı dil olarak öğrenenlerin inançları, uyguladıkları dil öğrenme yöntemleri, dil öğrenme amaçları ve öncelikleri arasındaki ilişkiyi aydınlatması ve öğretmenlerin ikinci / yabancı dil sınıflarında uygulayacakları öğretim yöntemlerinin seçiminde, ders programlarının oluşturulmasında ve ders materyallerinin hazırlanmasında kılavuz görevi görmesi hedeflenmektedir.
Research studies conducted in relation to the ESL / EFL teaching have indicated that learners’ beliefs or notions about second / foreign language learning show variations depending on their individual differences. Their previous experiences as language learners or their own cultural backgrounds are often reported to play a significant role in shaping these beliefs. Taking into consideration the significant impact these variables have on language learning, this longitudinal study aims to highlight the relationship between Turkish EFL learners’ beliefs about language learning, language learning strategies, language learning aims and their language learning priorities at different grade levels. Moreover, it sets out to address the potential changes in the learners’ attitudes towards the aforementioned variables in line with the changes in their grade levels. It is expected that the findings of the study will shed light on the relationship between EFL learners’ beliefs and their learning strategies and provide guidelines for teachers as to the selection of the teaching strategies appropriate to their audience and the development of their syllabi and for the materials developers to prepare language materials.
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