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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2011 / Cilt: 2011 - Sayı: 41

The use of foreign language learning strategies by university students learning English, German and French

İngilizce, Almanca ve Fransızca öğrenen üniversite öğrencilerinde yabancı dil öğrenme stratejilerinin kullanımı

İrem AYIRIR ONURSAL
Sibel ARIOĞUL
Çiğdem Dalım ÜNAL
Pages
473–484
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Apart from this, the conclusion drawn is that it is necessary to teach the use of "memory strategies", "cognitive strategies" and "affective strategies".

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study covers students who are registered in different departments at Hacettepe University and who are learning English, German and French at the Preparatory Class of the School of Foreign Languages.
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Key Findings & Data:In order to measure these students' use of strategies; to find out if there is any significant statistical difference between those learning English, German and French in terms of using strategies; to calculate the correlation between six different strategy types by finding out the correlation between the use of direct and indirect strategies, Oxford's "Language Learning Strategies Inventory" is administered.
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Conclusion & Impact:Apart from this, the conclusion drawn is that it is necessary to teach the use of "memory strategies", "cognitive strategies" and "affective strategies".
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study covers students who are registered in different departments at Hacettepe University and who are learning English, German and French at the Preparatory Class of the School of Foreign Languages. In order to measure these students' use of strategies; to find out if there is any significant statistical difference between those learning English, German and French in terms of using strategies; to calculate the correlation between six different strategy types by finding out the correlation between the use of direct and indirect strategies, Oxford's "Language Learning Strategies Inventory" is administered. As a result of the analysis carried out using ANOVA, it is found that other than one strategy type, there is a significant statistical difference between the uses of all the other strategy types. Apart from this, the conclusion drawn is that it is necessary to teach the use of "memory strategies", "cognitive strategies" and "affective strategies".

Özet

Bu araştırma, Hacettepe Üniversitesi'nin değişik bölümlerine kayıtlı ve Yabancı Diller Yüksekokulu'nun Hazırlık sınıfında İngilizce, Almanca ve Fransızca öğrenen öğrencileri kapsamaktadır. Söz konusu öğrencilerin strateji kullanım durumlarını ölçmek; üç dil grubu arasında strateji kullanımı konusunda istatistiksel açıdan anlamlı bir farkın olup olmadığını saptamak; altı ayrı strateji çeşidi arasındaki bağıntıyı ve öğrencilerde dolaylı ve dolaysız strateji kullanımı arasındaki ilişkiyi ortaya çıkarmak amacıyla, Oxford'un "Dil Öğrenme Stratejileri Envanteri" uygulanmıştır. Her üç dile yönelik olarak yapılan ANOVA (tek yönlü varyans analizi) sonucunda, bir strateji çeşidi dışında, diğer tüm strateji çeşitlerinin kullanımları arasında istatistiksel açıdan anlamlı bir fark olduğu saptanmıştır. Ayrıca, her üç dilde de öncelikle "Bellek stratejileri"nin, "Bilişsel stratejilerin ve "Duyuşsal stratejilerin Türk öğrencilere öğretilmesinin gerekli olduğu sonucuna varılmıştır.

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Cite This Article

ONURSAL, İ. A., ARIOĞUL, S., ÜNAL, Ç. D. (2022). The use of foreign language learning strategies by university students learning English, German and French. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2011 - Sayı: 41, 473–484. https://ajindex.com/articles/532270

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