ÖZ: Dil öğrenicilerinin öğrenme stratejilerinin farkına varmasında derste kullanılan araç-gereçlerin önemli bir yeri vardır. Ders kitaplarındaki stratejilere dönük etkinlikler, öğrenicinin dil öğrenme sürecinde işlemlemesi ve durumlara uygun strateji seçiminde belirleyici bir rol oynamaktadır. Bu nedenle bu araştırmada, A2 düzeyine dönük konuşma etkinliklerinde hangi dil öğrenme stratejilerinin işe koşulduğunu belirlemek amaçlanmıştır. Bu amaç doğrultusunda, Oxford’un sınıflandırmasından yararlanılmıştır. Araştırmada, doküman incelemesi yönteminden yararlanılmış ve A2 düzeyi ders kitabı konuşma etkinlikleri bellek, bilişsel, dengeleyici, üstbilişsel, sosyal ve duyuşsal stratejilerin kullanımı açısından incelenmiştir. Araştırma sonucunda ders kitaplarında stratejilerin dengesiz bir biçimde ele alındığı, bilişsel stratejilerin baskın bir biçimde kullanılmasına karşın diğer stratejilerin kullanım oranları yönünden farklılaşmalar olduğu görülmüştür. Duyuşsal stratejilerin kullanımı açısından zayıf kalmakla birlikte her bir stratejinin tüm yönlerinin karşılanmasına dönük etkinliklerin de yetersiz olduğu belirlenmiştir. Bu nedenle öğrenicilere strateji öğretimi açısından ders kitaplarındaki etkinlikler ve görevlerin yeniden düzenlenmesine gereksinim duyulduğu söylenebilir. Anahtar sözcükler: yabancılara Türkçe öğretimi, ders kitapları, dil öğrenme stratejileri, Oxford sınıflandırması.
The tools used in the course have an important place for language learners to recognize the learning strategies. The activities in the textbooks play a crucial role for the learner's using the strategies in the language learning process and selecting them according to situations. Therefore, in this study, it was aimed to determine which language learning strategies were employed in speaking activities at A2 level. For this purpose, Oxford's classification was used. In the study, document analysis method was used and A2 level textbook speaking activities were examined in terms of memory, cognitive, compensation, metacognitive, social and affective strategies. As a result of the research, it was seen that the strategies were used imbalanced in the textbooks, and there was a proportional difference in the use of other strategies despite the predominant use of cognitive strategies at all of them. Besides, the affective strategies in all textbooks were used rarely, and also it was determined that the activities were insufficient in terms of all aspects of the strategies. For this reason, it can be said that the learning activities and tasks in the textbooks should be revised in terms of teaching the learning strategies to learners. Keywords: Turkish teaching as a foreign language, textbooks, language learning strategies, Oxford's classification.
ABSTRACT: The tools used in the course have an important place for language learners to recognize the learning strategies. The activities in the textbooks play a crucial role for the learner’s using the strategies in the language learning process and selecting them according to situations. Therefore, in this study, it was aimed to determine which language learning strategies were employed in speaking activities at A2 level. For this purpose, Oxford's classification was utilized. In the study, document analysis method was used and A2 level textbook speaking activities were examined in terms of memory, cognitive, compensation, metacognitive, social and affective strategies. As a result of the research, it was seen that the strategies were used unbalanced in the textbooks, and there was a proportional difference in the use of other strategies despite the predominant use of cognitive strategies at all of them. Besides, the affective strategies in all textbooks were used rarely, and also it was determined that the activities were insufficient in terms of all aspects of the strategies. For this reason, it can be said that the learning activities and tasks in the textbooks should revise in terms of teaching the learning strategies to learners. Keywords: Turkish teaching as a foreign language, textbooks, language learning strategies, Oxford’s classification.
Alan : Eğitim Bilimleri; Filoloji; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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