İngilizceyi Yabancı Dil Olarak Öğrenenlerin Üstbilişleri Üzerine Bir Betimleyici Çalışma

Year 2019, Volume: 15 Issue: 2, 121 - 131, 29.06.2019

Ümran Üstünbaş

https://doi.org/10.17244/eku.453192

Cited By: 1

Abstract

Bilişin
düzenlenmesi (Schraw & Dennison, 1994), bireylerin planlama ve strateji
kullanımını içeren üstbilişin iki bölümünden biridir. Dil öğretiminde eleştirel
düşünme veya strateji kullanımı gibi öğrencilerin bilişsel becerileri geliştirilmekte
olduğundan, üst biliş aynı zamanda dil öğrenimi araştırmalarında yer alan bir
konu olmaktadır (ör., Ellis, Denton & Bond, 2014; Zhang, 2001). Okuma,
yabancı dil öğretiminin strateji kullanımını gerektiren bir parçasıdır ve bu
nedenle öğrencilerin bilişsel becerilerini ortaya koyan çeşitli stratejiler dil
sınıflarında öğretilmektedir. Buna rağmen, öğrencilerin bu stratejileri nasıl
ve ne ölçüde kullandıkları hala belirsizliğini korumaktadır (Yayli, 2016). Bu
nedenle, bu betimleyici çalışma, öğrencilerin okumada kullandıkları strateji
kullanımını ve okuma sırasında bilişsel süreçleri araştırmayı hedeflemektedir.
Çalışmanın örneklemini, Türkiye'de bir devlet üniversitesinin yabancı dil
programında İngilizce öğrenen (15 üst seviye, 15 alt seviye) 30 öğrenci
oluşturmaktadır. Katılımcılara beş haftalık bir uygulamada üç genel okuma
stratejisi öğretilmiştir. Bu süre sonunda katılımcılara seviyelerine uygun
okuma parçaları verilmiştir ve sesli-düşünme yöntemi kullanılarak katılımcıların
strateji kullanımı incelenmiştir. Çalışmanın bulguları, okuma becerisinde
strateji kullanımının dil yeterliliğiyle değil; iyi ya da kötü bir okuyucu
olmayla ilgili olduğunu ve de stratejilerin öğretilmesinin faydalı olduğunu
ortaya koymuştur.

Keywords

İngilizceyi yabancı dil olarak öğrenenler, Üstbiliş, Okuma, Strateji kullanımı

Use of Cognitive Strategies in Reading: A Descriptive Study on EFL Learners’ Metacognition

Abstract

Regulation of cognition (Schraw & Dennison, 1994)
that involves planning and strategy use of individuals is one of the two
aspects of metacognition. Language programs are likely to promote learners’
cognitive skills such as thinking critically or use of strategies, thus, metacognition
is also involved in second language research (eg., Ellis, Denton & Bond,
2014; Zhang, 2001). One of the language skills in which strategies are commonly
used is reading, so various strategies are taught in language classes. Although
reading strategies are part of instruction in language teaching, it is still
unexplored how or to what extent learners use them especially in EFL setting
(Yayli, 2016). Thus, this paper presents a descriptive study that explores both
EFL learners’ strategy use and cognitive processes while reading. Participants
of the study were 30 students (15 high level learners and 15 low-level learners)
learning English at the language program of a state university in Turkey. The
participants were taught three global reading strategies in a five-week study
and their strategy use was examined through think-aloud protocols after
presenting them reading passages appropriate for their levels. Overall,
findings put forward that strategy use in reading was related to being a good
or bad reader rather than language proficiency and instruction was found to
play a role in these learners’ strategy use.

Keywords

EFL learners, Metacognition, Reading, Strategy use

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