İNGİLİZCE ÖĞRENEN TÜRK ÜNİVERSİTE ÖĞRENCİLERİNİN DİNLEME BECERİSİ STRATEJİLERİ

Year 2021, Volume: 3 Issue: 1, 1 - 18, 15.06.2021

Sevgi Gökçe

https://doi.org/10.48166/ejaes.880083

Abstract

Dinleme, bugüne değin algılayıcı bir beceri olarak tanımlanagelmiştir. Ancak Türkiye’deki İngilizce öğrenenlerin İngilizce metinleri anlamak için sarf ettikleri büyük çaba göz önüne alınırsa, öğrenciler açısından dinlemenin edilgin bir beceri olduğunu düşünmek yanıltıcı olabilir. Dinleme, kullanılan stratejiler aracılığıyla, öğrencilerin birçok bilişsel süreci harmanladığı etkin bir beceriye dönüşebilir. Bu nedenle çalışmamızın amacı, Türkiye’de bir devlet üniversitesinin hazırlık eğitimi veren yüksekokulundaki Türk öğrencilerinin dinleme stratejilerini kullanımını incelemektir. Bu amaçla Üstbilişsel Farkındalık Dinleme Anketi (Goh, 2008; Vandergrift et al., 2006) ve geriye dönük anlatım kullanılarak orta düzey öğrencilerden veri toplanmıştır. Elde edilen sonuçlara göre öğrenciler, dinleme stratejilerinin dört alt türünden ikisini, yönlenmiş dikkat ve zihinsel çeviri stratejilerini, planlama-değerlendirme ve sorun çözme stratejilerine tercih ediyor görünmektedir. Ayrıca öğrencilerin örtük dinleme sorularını yanıtlamada ve onları nasıl yanıtladığını dile getirmede açık dinleme sorularından daha fazla zorlandıkları bulunmuştur. Bulguların ardındaki olası nedenler olarak, hem öğretmenler hem öğrenciler açısından düzenli strateji eğitiminin eksikliği ve Türkiye’deki dinleme sınavlarının ket vurma etkisinden söz edilebilir. Dolayısıyla, öğretmen ve öğrencilerin dinleme becerilerini tanıması ve dinleme etkinlik ve sınavlarının geliştirmesi önerilmektedir.

Keywords

yabancı dil olarak İngilizce öğrenme, dinleme becerisi, dinleme stratejileri, Üstbilişsel Farkındalık Dinleme Anketi, geriye dönük anlatım

LISTENING COMPREHENSION STRATEGIES OF TURKISH EFL LEARNERS AT UNIVERSITY

Abstract

Listening has been defined as a receptive skill so far, but seeing that English language learners in Turkey expend considerable effort to understand listening texts, it may be misleading to view listening as passive on part of learners. By means of using listening strategies, it may become an active skill in which learners orchestrate several cognitive processes. Therefore, this study was carried out to look into Turkish students’ use of listening strategies at the preparatory school of a public university in Turkey. With this purpose in mind, The Metacognitive Awareness Listening Questionnaire (Goh, 2008; Vandergrift et al., 2006) and retrospective accounts were used to collect data from intermediate-level students. The results indicate that out of four subcategories of listening strategies, learners appeared to prefer two of them, namely directed attention and mental translation more than planning-evaluation and problem solving strategies. In addition, they were found to have more difficulty in answering implicit listening questions and verbalizing how they answered them than explicit listening questions. Possible reasons behind these findings might be lack of systematic strategy training for both teachers and learners and backwash effects of listening tests in Turkey. Therefore, familiarizing teachers and learners with listening strategies and improving listening tasks and tests are suggested.

Keywords

learning English as a foreign language, listening skill, listening strategies, The Metacognitive Awareness Listening Questionnaire, retrospective account

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