Abstract:

There are a variety of language learning strategies available for students who learn Turkish as a foreign language to be able to learn the language more effectively and permanently during the language learning process. As language learning strategies facilitate the learning process for learners, they also ensure that what is learned in this process is permanent. Therefore, the determination of the levels of the learners' use of language learning strategies and the information on this subject is important for the language learning process. This study, which aims to identify the language learning strategies used by those who learn Turkish as a foreign language and to reveal the relationship of these strategies with various variables, has used a "imaginary scanning model". The study’s work group consists of 269 students at B1 and B2 levels who are taught in the Turkish educational centers for various foreigners in the 2018-2019 educational year. The study used personal information forms with the Language Learning Strategies Inventory, which was translated from English to Turkish by the Brave and Fer (2007) developed by Oxford (1990). The obtained data was analyzed in the Spss 21000 program with the help of t-test and one-way variance analysis (ANOVA). The results of the analysis found that the frequency of people who learn Turkish as a foreign language is high and that those who learn most of the supernova and social strategies, at least memory strategies, are used. Another sub-problem of the study is the conclusion that there is statistically meaningful change in watching Turkish television channels.

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