Abstract:

Learning strategies, which are the most fundamental element in the learning process, are one of the topics that have been widely studied in recent years because they make it possible to reach information resources in the fastest way. The person who learns in the foreign language learning process needs to use a set of strategies to accelerate this process. These strategies include the learning by improving the student’s performance in the foreign language learning process.  This study was conducted to measure the impact of language learning strategies on the acquisition of more difficult speaking skills than reading, writing, listening skills. In the study, the visual method in the general type of scan was used to determine the learning strategies that the teacher candidates use in the acquisition of foreign language speaking skills and their own learning awareness. The universe of research is composed of 175 English, 123 German, 74 French teachers candidates, who study in the Department of Foreign Languages at the University of Atatürk. In the research, it was used as a data collection tool developed by researchers as the “Square to determine learning strategies in obtaining foreign language speaking skills”. The reliability ratio of the scale of validity reliability studies was found to be 87. The study found that the use of language learning strategies of teachers candidates significantly differentiated by the size of the gender variable and by the size of the male foreign language teachers candidates in all sub-dimensions, and by the size of the cognitive strategies to the benefit of the female foreign language teachers candidates. According to the variable of the fields of anabilities, the result was that the English language teaching department in the size of superintellectual strategies; in the size of cognitive, social-intellectual strategies and in the total of all subdimensions, the English language and German language teaching department were different again in the benefit of the English language and German language teaching department. According to the class variable, the result was that the use of language learning strategies of the teacher candidates was significantly differentiated in favour of the preparation and 1st class. It has also concluded that there is a positive and meaningful relationship between supernova, cognitive and socio-emotional strategies.