the use of language learning strategies: turkish vs. iranian efl learners

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  • 8/2/2019 The Use of Language Learning Strategies: Turkish vs. Iranian EFL Learners

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  • 8/2/2019 The Use of Language Learning Strategies: Turkish vs. Iranian EFL Learners

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    The Use of Language Learning,S tr at eg ies : Turk ish vs. Ira nia n E FL

    LearnersI k ll Y G i J ol ll lj u g lulJ:~t>e.rrrM'editermn;;an U~ilJl?l',~#)r,Cypru~inkay,gil l l l l l ioglu@erml.edLl. 'tr

    ~ Ik ay OIJanl l 'Oglu i!l Ac:1q I Ch oW ' (,rth~EL T I lepar l ims.nt , EaJ: ;WInI !. I' ecM er ra n ea n U n iv e JS 'i ly . H I: i ~ s t au g ht E fU E SI P r ou rS (l $. (I 1'he MiCldle' u.S'! T i3d r. n ica l Un r " '9 ' f sl t y , Tui'fl....y..He d id Ills Ph.D.~ a ~lf ed I tll9 uis 1ic s; at Ih ~ lM1!l1ute o r Etfuoal i (}n. Uni'l '8rsi~of l O Ol do n . H is a r: ad Bmt c lintE!Jeet6 InililUd'e It imgLlag9 ~Bar l ' l ln~:Wa~ies, vocabulary IDal'fli~. BAdIlHPguag~a cq ulsillo n_ -...- L--

    SeYi('>dA li o.,Ul'iinii. .Kalaj:alliUni'li'fl'si'ty Putra ,MtI/:aJ'skt, Mamysla~ J L I ' e l V a : l i 1 J i 8 5 -@ gm 1 i i J . .o o r n

    Seyed Al i R ez v :m I K a l a .l a 'h ! I~

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    ,.. .. _ IUM .HlltlIlIC~ k l " " . . p~ 111L:II I k L ' l hy lh u h mru Cl r (1l1lW! , IHmI". .. I I,hiM 1~Inu I fi ll ~ . U,Yi l hill,!l~lr tlln:~~!:'~I,lInrl' d~I;I,:Uv ""UIIlU ~I rHuiNh'I ',l jh~~h) I!~W "hulllU . D m ~m l l: ! .l ; l ! . :umll l loL1rn~L'IIJ~'lIIllh,' jl,ltj H I I I 1 I 1 I L IiI! iflw'l h t l W :l'cmflll.!~N I I f l I 1 1 " IW : 'l k ! l lor p r o ' b l ~ T f I ~ I:lU:t11l1lh'q d 1 1 1 1 1 1 1 1 ' . 1 , ( ' pll'!.;C!l~lf bllil~lIlll:~ ,'"rlll"_1111 ; 1 purpose g f tl us ~llId~ ' I~ hi 1I1~' tt tat~g;ies(LLS.!l)have emerged mot oa~y3 S i inll~~rul cumponents , ofv,ari01,S t heoret i ca lmodels : of Ja l lgl1]age profieh: l icy (Aill!l~ll1k, I 97 8~ C.m31e ' and! Svva in.1'980; EUjs, 1 9 3 5 ; B~mM . u r a d l~ aln 1e r'. 1 9 96 ) b ut a ls o a s a meanso f achievlng lia_mlllr~tiJ I ! J J l u nO l ' J 1 ,Y In th e precess (IfI ao gn ag e ~ .e aD :W J 'S .(O xf o. rd ! ] 9 9 0~ F ! .~ rw o n : ll in d Vo ll l: r , I ILI'n). N ! .~~rl l ie l.ess.,re.!!earchinlhisarea ha s R l l o W I ! ' thal ' U I I l H [III l 4 ' m I I < L n ~ 1 1 ' 1 & ' L S s in th e same fa sh ien .. A

    "mhl- I ul v U IlIhlcli, I i I II I :hu rrul u:~!.!IU.l)lI~IIIH hl('tl ~ hnwu IH fin!.;..t th e type l I Iu l lroqutM

    u~lultlt,rd~1I htnMUU~~'I~llt'tcr~(O'MnIlI'V Itt ItN~tkp~. It",,:t)'; H rn u nn , [m dO:r.fnnl. lIJt)(I; "mu"MuU, I I ,I hIW~\lr:r,existif1gll::S:ilrd1 on L l 'S: i' l lm" I l (j jl ( lI \ I I I lL, \ ulIlL',lUKrt\h ..tql ,Y i ~~C in seeend lill'lguElge CClTlLol l l f i o , l t il Ih~ 01111.hlm(l. j L:l~1 . !1 l .w~1. ( ' IU 'II I Sfl,~1lI~mostly been cenductcd in A~hl wh.:-n IlIl' t 1IIIIl ' ' !.l ld 1~[I.sI.!~lge'I U t i N 111Ss q i l~te dH f ( ; ; ! 1 . . l n ' [ f rom t h s t o r !iUIIl'l." I ~ lhr I A ~.III~countnes : : ;!.!chM ~hl:C ' o n t e '. ]' ;. t o f ' th i s study. Northern ('YPlu~. M U l 1 l ;u w c : r, ~ ~ g u . ': il @ e

    d ' . 11 . . ' I .. . " . .. .1.001 Y e '! Jn l i i ; o \ m('1~I~lIj I " J u r m l i : ~ r - h n ! i ~ ( f t Wtth l i u l e.. ~ H hi II l J ! , I1fil1g u,~gtl"",,:![I.. .. _ . ~ r'. . _ ,_,_ ".'~I . , ~""'rr...,.,{t.. u se T he re fO re l!1 iv cl[ ]Ith e c~a.mClle:iI:!;ji.M'. es..h'llllnfil pmu ~....! ;L U e - - ~ " " . . . , - _ .1 ; ;1 . _ _ "I lh~ rurk_i~llEFLcon' lext, further roSNI! lC11,m t n t hc ., iL L ~ US~ of~hi~~IIIIII'uf em, k~unlers is needed, 10 is study ~s'~ !it~ U~s ~lrn~t~o~.1IIIIhln,:sflt!S the prob lemth rou .gh a eemprehensive mvt"l;i~(g~b~Iil.f ~e\l~'ahh:s !hat ca best predict theuse ( ! i f LL& bythe 1 f i t d l l l ] d ! J : I a i s m1111 ~j r oup , o f E fL lea rn ers.L nguage learning Strategies,I L' I Iming s~mregies h a ve b ee n definedin venous ways in ~:l : i~ru~:1llllllh~y are connected to several ar:~ of l( ln~ag~ le~mmg,,[n Lhl~_ t : CUOll1 s o m e o f t h e d i f f e r e m d ef in li tRm s, o f l e : i 1 l r o U l i g sb1lte!pes a rchuruduced . PurltlelDlore t some adler impOIItMltapects re~alted lu~l 'utni;~' tr nte gi .~ a re d is eu ss ed in d . eta ill ,T h e se j [! lc lu d ej fo r e x a m p l l . i l .~,.'lLlss:ificatlQn f i~iDg stra tegies a nd th e.ir ro le in I>uc~,}es&(ulLangll i lgCI l l ! l l l l ' l l i , o g - . . . _ . . .Then; a re di.fftren,t d6fi 'n iu~oru ; for]

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  • 8/2/2019 The Use of Language Learning Strategies: Turkish vs. Iranian EFL Learners

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    h l k l l l t - ! . u m l ~ l" n lh n . . I"lnlll2. ~t!lW.:uglllh'o'~ IIlr"Il~Mj~1tUldhtlt t ~ 1H1' Il~,,-d I l1 lfUI lHiH,C Ole leu

    process, fbt;lY mehule 1 I I l i : t H IiV I I I " "Iwl~ p n.d !. : r c nC C 5 I .U ld nrooa ,p:~filnni"g. mQni~u.iill~. amll'\'uIIlUllll~ lhr I m r r n i l 1 ! : J pruecss.

    3. Memory~re1!1. lcd ~lJ';b! l~lJ,i!. l-

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    iiiree tl'~ (liN l ) ('I'" IImln.1')I .hl lt)l III .,11!oIitaJcrlllj lLI I 'liClln ~rrivCr!l',ly : q ;h u w ~ ' d t l ll li (I1l1~Ultt1.IIII~~~Y'tll~WIf1'.,ml'hl"O~"stmteg!c.s. W~1 5 !,l~'Cd(11_u,hi~h r~' lH~' , ",'Idh lilt' oiller Cnl4.l tJ~lr I!>1~used al a m~l'l:il.fn k\l'I;jIWIL~ HUrd i"'L' i111t! IW;Hl1my t:at(Jg,!,ll' i~~~R'lnu.IreDl$~ teqlllerLlly used , i li l l' i .t ie9 lC! I , O!"tl'I'LIIi. 'flU) I)a"icip:nlll~ of Lhill ~ j u d Yl .un l_cd out t @ b e m ed an n slrn tc gy lI!ole!!>.

    Ob (l99~) C o .! ld lN . :: te d ~ . ~tudy w~lh :59 EF- fitudoots !iitmlyin~ 'na Koreaa I1n~""""'"""...".:1 . ; o " ' . n - . . 1 "i. ..n d Il st. " . - _ ~"'''''ILJ """Ill n" .. U 1!di~!II_~l!i::y 1 1 : 0 0 ovc:r,a BtrB:~cslcsn l m ~d u.un I.evet W i 1lh Iespec1;~~)stF.1wgy Ga1~gorie~. (fru,ecl1~y~fmt('1O'ca'tegory~Jt wasused ata mp frequency was metacognj1iV'l.!" wh~t~lt.~CJompe>ns~n~O] ] .f fe ct iv e .and social stra.tegies were 'wiled a~ it! m.cd iumleveland cogn~tiv,e and memory strategies were used at 3J low IC~(. 'I,

    . Anuthe:rstudyrn:vesi l' igatin,g m e mategY l l Se ' nf .KoreMiSiluclcnt)! il lP~rk OSl In) . In his :!lm:dywith Kore!llMluD1V'ernhy sl1'i.idents. he :foIJ il ld thlll: E 1 1 1 ~l Ie,

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    n n i.:l~~imull'wcd:ll no d v l l lu . .f J : l i L l i l r d , ~ F}I,!U}, h L l I I I .h o l l VlIII1I~llUlhB~' HIT~Cll ' l l ln :d~lh '~ .

    (I!{ e n e's D vem l 1l rk'ihflliJ'Y III)"~. 1 1 1 1 1ti l I I II i ln ~ l! , I l" ip H dCiL!'I ltI I I iC.]earl'iler:;:? tfb@ici;~ 'of U-'S ~ . h J " " Ihl'tl'lll!"(. 1l!.rp(lJ~ !n , rc 'Vh :w h . i c osome ot 't l le s t u c i i > e 8 l h j .J t h j j " "~ ~1llll"lUll'lllllllhoe gcnetflJ ieiMimitig teal l .TI lc f. l ~ ar m e rs f ro . l l1 A s ia ! 1 i C O U Il (r iC H U .' r:wel l n ~ " f u r i. :( ': y tu h Q i J ! ) us d cvc lu .8 .genera] P ' ]C hllre oflhek ~l! ! r ~ L l n dd~ ' l l . . : rcm::eJt

    The Importal1ce of language learningStrategieSFn Language EducationLanguage i : e . a . r n i l 1 g ~tr.aJ legieg ;are good ~ndicalorso f ln o w , le ~ .r tle rNa ,pproach lasb o .r p ro b Jtl: n1 's e nc o un te re d d l.! :r in ,g l iM:lpt 'o(l,ess 01~Mlgl!age]OOir"rlimg.LarJ.giLiI.ageleam:in:g Slr.i:teg~esgJive j~~gc t~lI:lhcrijva ]~ah l ( i clues aheut haw thelr st1..:iI~n1sas[ ieS8th '~8i t li l i l io r .)~ plan,& ( l] eo t a p pw p ria le ! 1ih U s s o a sto u .n d en ;1 a nd , lesrn, Otre;member ncwi npu t p r e se ll re a : m t h e ' la l l .guagt : ; d~s." 'rrJQm. Fed d e r h o l d t (1(98) : s~tedtb

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    "I\lhl

    -~urkLi!hCypnlnl

    Dato CoUeetioli , In s t ru :men tS~LL (Strategy Innntory lor Language Lea'nUng)L a ns ua ge ~ ea m in g strllegy usc w a s examined in terms nf memo r y .cognitive, compensation, metacognitive, affeotive, and !u)c'ilul~lflllegief1, T h e imurumenl used m.1 th j s s tu d y wa s S ' tr ,;Uegy Inven to r y fo rL a o gW l g eL c a - rn in g ( S IL L ) . SILL que5ltionnaire ESUEFLVe r s i o n 7 .nI ) : ) 1 ; r ord , 1 1 98 9 )m ea su re s th e type ( m em o r y , c o g ni tiv e , c om p en sa n e ,melac;:ngIl!itj--\~f\~ffec-ti:ve. IIDd social) and Rlequlency of strategy PSt,The 'insllillmentconsists of 50 statements. Items #]9 CO:lu::.ern thee I ectiveness of me~ i I l (l zy(m!ml .o ry strategies]; iilterns'# 1 0-23 represent~1 l I , , , I J Is eo f me nt al precessee (cl:l 'gnltive strategies); items #24-29 ar eth e oonl)}en~tio8 f or m is s- lo g k n o w 1e .d g e ( com p en sa tio n Bnategies)~uems #30 ,38 d,eOj/]with . th e o rga niza tio n a mi, evaluat ion o f ]earnmg(metacogr r i1 ive s tra t eg ies ) .; i item.:; #39 -44 concern emotlon Qlamia&' \ lnw,n l( aF fec ti ve s t ra t eg ie s ] : Mid ! i r e - m s #45-50 c once rn . Iearn ing wi l.h otbers(s.oeial. strategies), Stude-nm. answered. eaeh ~tem, statement using a5 -p oin t L ik ert S ca le :th a t m11lged f rom I . (N ~ vu r Of a lmos t n ev er ! :ru eo fm e ) i, h_ f( lu gb5 ( A I- w ay s o r a ,~ m () st. a lways tnle of m e), T h e mternaleons ls teney reliability Cronbaeh's a lp ha is ,0 .9 6 for a . 1200~pt!rnQn! .! niv cr ni: ty s am p ,le a nd 0 .9 5 f or a 483-person milimry !iMtrple. Con l en t\'a b d ity is , 0.9 5 ( O xf o rd . 1(90) ( S ee A p :p en illx A ) ,

    Re ults - _ f 'T ' L S " ~oo [ d i 'f ) ( !tD t i raph"., . ir f h e e x t. cn t o f& 4, ; u s e 0 L - . . . . . . . i : : o T h IH e su l :l 8 c o : ncernm _ , I .le i _ . w ere berter users o f s t l r . , U e g l C ' s ; t han1 ,....,.1~d that Turk lm oodeutlii . - ' h : J ! J; ~M fie" "',,"'" ' . - .' " ,.' . f . ..

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