Yıl: 2020 Cilt: 0 Sayı: 19 Sayfa Aralığı: 597 - 613 Metin Dili: İngilizce DOI: 10.29000/rumelide.752562 İndeks Tarihi: 10-03-2021

The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners

Öz:
The main purpose of this study is to investigate the most or the least preferred vocabulary learningstrategies (VLS) by Turkish EFL learners and to examine the relationship between morphologicalmastery and VLS. The participants of the study consist of 102 Translation and Interpretingdepartment students at a state university in Turkey. The measurement tools used in the study areVocabulary Size Test (VST) (Nation, 2001) and Vocabulary Learning Strategies Questionnaire(VLSQ) (Gu, 2018). Before the questionnaire, VST was administered to the students to determine thevocabulary size levels of them. After the test, students were asked to answer the 5-point Likert typeVLSQ. The results of the study were analyzed by SPSS programme using one-way ANOVA. Accordingto the results, the most commonly used strategies by Turkish EFL learners in vocabulary learning areguessing and dictionary strategies. The least frequently used strategies are the use of word lists andvisual repetition strategies in the rehearsal category. The results obtained from students who areclassified as low, medium and high-level vocabulary size, show that the most frequently usedstrategies of high level students are selective attention, guessing strategies, dictionary strategies,notebook usage and note-taking (deciding what information goes into notes). In addition, while thevast majority of students think that it is necessary to learn words through use, they believe thatmemorization does not play an important role in vocabulary learning. This study tends to helpEnglish learners who have difficulty in choosing vocabulary learning strategies to get morphologicalmastery and to lead EFL teachers by showing the advantages of using different strategies for students.
Anahtar Kelime:

Yabancı dil olarak İngilizce öğrenen Türk öğrencilerin biçimbirimsel gelişimleri ile sözcük öğrenme stratejileri arasindaki ilişki

Öz:
Bu çalışmanın temel amacı, yabancı dil olarak İngilizce öğrenmekte olan Türk öğrencilerin en sık ya da en az tercih ettikleri sözcük öğrenme stratejilerinin neler olduğunu araştırmak ve biçimbirimsel yeterlik ile sözcük öğrenme stratejileri arasındaki ilişkiyi incelemektir. Çalışmanın örneklem grubunu, Türkiye’de bir devlet üniversitesinde eğitim almakta olan, 102 Mütercim Tercümanlık bölümü öğrencisi oluşturmaktadır. Çalışmada kullanılan ölçme araçları, Sözcük Düzey Testi (Nation, 2001) ve Sözcük Öğrenme Stratejileri anketidir (Gu, 2018). Sözcük düzey testi, anket çalışması öncesinde öğrencilere verilerek, öğrencilerin sözcük bilgisi düzeylerinin belirlenmesi amaçlanmıştır. Testin ardından, öğrencilerden 5’li Likert türünde olan Sözcük Öğrenme Stratejileri anketini cevaplandırmaları istenmiştir. Çalışmanın sonuçları SPSS programı kullanılarak tek yönlü ANOVA ile analiz edilmiştir. Çalışmanın sonuçlarına göre, sözcük öğrenirken İngilizce öğrenmekte olan Türk öğrenciler tarafından en sık kullanılan stratejiler tahmin stratejileri ve sözlük stratejileridir. En az sıklıkta kullanılan stratejiler ise tekrarlama (rehearsal) kategorisinde yer alan sözcük listesi kullanımı ve görsel tekrarlama stratejileridir. Sözcük bilgisi düzeylerine göre düşük, orta ve yüksek düzeyli olarak sınıflandırılan öğrenci gruplarından alınan sonuçlar, yüksek düzeyli sözcük bilgisine sahip olan öğrencilerin en sık kullandıkları stratejilerin, seçici dikkat, tahmin etme stratejileri, sözlük stratejileri, sözcük defteri kullanımı, ve not alma (hangi bilginin not edileceğine karar verme) stratejileri olduğunu göstermektedir. Ayrıca, öğrencilerin büyük çoğunluğu sözcüklerin kullanım yoluyla öğrenilmesinin gerekli olduğunu düşünürken, ezberlemenin sözcük öğrenmede önemli bir rolünün olmadığına inanmaktadırlar. Bu çalışma, sözcük öğrenme stratejilerini seçmekte zorluk çeken İngilizce öğrencilerinin biçimbirimsel yeterlik kazanmalarına yardımcı olma ve İngilizce öğretmenlerine -öğrenciler açısından- farklı strateji kullanmanın avantajlarını gösterme eğilimindedir.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Balıdede, F., & Lokmacıoğlu, S. (2014). Undergraduate EFL students’ preferences of vocabulary learning strategies depending on language achievement and proficiency level. Kara Harp Okulu Bilim Dergisi Science Journal of Turkish Military Academy, 24 (2), 1-19.
  • Baskin, S., Iscan, A., Karagoz, B., & Birol, G. (2017). The use of vocabulary learning strategies in teaching Turkish as a second language. Journal of education and practice, 8 (9), 126-134.
  • Bolinger, D. (1976). Meaning and memory. Forum Linguisticum I, 1-14.
  • Chomsky, N. (1995). The Minimalist Program. Cambridge, Mass: MIT Press.
  • Croft, W. (2001). Radical Construction Grammar: Syntactic Theory in Typological Perspective. Oxford: Oxford University Press.
  • Croft, W. and Cruse, D. A. (2004). Cognitive Linguistics. Cambridge: Cambridge University Press.
  • Evert, S. (2008). Corpora and collocations. An International Handbook, in Corpus Linguistics. Article 58. A. Lüdeling and M. Kytö (Eds.), Mouton de Gruyter, Berlin.
  • Fillmore, L. W. (1979). Individual Differences in Second Language Acquisition. In Individual Differences in Language Ability and Language Behavior (pp. 203-228).
  • Gu, P. Y. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching, 8(2), 325-350.
  • Gu, Y. (2010). Learning strategies for vocabulary development. Reflections on English Language Teaching, 9(2), 105-118.
  • Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language learning, 46(4), 643-679.
  • Harwood, N. (2002). Taking a lexical appraoch to teaching: principles and problems. International Journal of Applied Linguistics, 12 (2), 139-155.
  • Hoey, M. (2005). Lexical priming: A new theory of words and language. Psychology Press.
  • Hudson, R. (1994). Word grammar. Oxford: Basil Blackwell.
  • Hymes, D. H. (1962). The ethnography of speaking. The Hague: Mouton.
  • Kocaman, O., Yildiz, M., & Kamaz, B. (2018). Use of vocabulary learning strategies in Turkish as a foreign language context. International Journal of Psychology and Educational Studies, 5(2), 54-63.
  • Langacker, R. W. (1991). Foundations of cognitive grammar: Descriptive application. Stanford: Stanford University Press.
  • Langacker, R.W. (1987). Foundations of cognitive grammar: Theoretical prerequisites. Stanford, California: Stanford University Press.
  • Lawson, M. J., & Hogben, D. (1996). The vocabulary‐learning strategies of foreign‐language students. Language learning, 46(1), 101-135.
  • Lewis, M. (1998). Implementing the lexical approach: Putting theory into practice. Hove: Language Teaching Publications.
  • Lewis, M. (2000). Learning in the lexical approach. Teaching Collocation. M. Lewis (Ed.) in Further Developments in the Lexical Approach. (p.173), England: Language Teaching Publication.
  • Mehrabian, N., & Salehi, H. (2019). The effects of using diverse vocabulary learning strategies on word mastery: a review. Journal of Applied Studies in Language, 3(1), 100-114.
  • Memis, M. R. (2018). The relationship between vocabulary learning strategies and vocabulary of learners of Turkish as foreign or second language. Educational Policy Analysis and Strategic Research, 13(4), 164-185.
  • Mokhtar, A. A., Rawian, R. M., Yahaya, M. F., Abdullah, A., & Mohamed, A. R. (2017). Vocabulary learning strategies of adult ESL learners. The English Teacher, XXXVIII: 133-145.
  • Nation, I. S. (2001). Learning vocabulary in another language. Ernst Klett Sprachen.
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
  • Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds), Vocabulary: Description, acquisition, and pedagogy (pp. 199-227). Cambridge, UK: CUP.
  • Schmitt, N. (2000). Vocabulary in language teaching. Ernst Klett Sprachen.
  • Stoffer, I. (1995). University foreign language students’ choice of vocabulary learning strategies as related to individual difference variables. Unpublished doctoral dissertation, University of Alabama, USA.
  • Yilmaz, V. G. (2017). The role of gender and discipline in vocabulary learning strategy use of Turkish Graduate EFL learners. International Journal of Innovation and Research in Educational Sciences, 4(1), 2349-5219.
APA DEMIRAY AKBULUT F (2020). The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. , 597 - 613. 10.29000/rumelide.752562
Chicago DEMIRAY AKBULUT FATMA The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. (2020): 597 - 613. 10.29000/rumelide.752562
MLA DEMIRAY AKBULUT FATMA The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. , 2020, ss.597 - 613. 10.29000/rumelide.752562
AMA DEMIRAY AKBULUT F The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. . 2020; 597 - 613. 10.29000/rumelide.752562
Vancouver DEMIRAY AKBULUT F The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. . 2020; 597 - 613. 10.29000/rumelide.752562
IEEE DEMIRAY AKBULUT F "The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners." , ss.597 - 613, 2020. 10.29000/rumelide.752562
ISNAD DEMIRAY AKBULUT, FATMA. "The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners". (2020), 597-613. https://doi.org/10.29000/rumelide.752562
APA DEMIRAY AKBULUT F (2020). The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 0(19), 597 - 613. 10.29000/rumelide.752562
Chicago DEMIRAY AKBULUT FATMA The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi 0, no.19 (2020): 597 - 613. 10.29000/rumelide.752562
MLA DEMIRAY AKBULUT FATMA The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, vol.0, no.19, 2020, ss.597 - 613. 10.29000/rumelide.752562
AMA DEMIRAY AKBULUT F The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi. 2020; 0(19): 597 - 613. 10.29000/rumelide.752562
Vancouver DEMIRAY AKBULUT F The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi. 2020; 0(19): 597 - 613. 10.29000/rumelide.752562
IEEE DEMIRAY AKBULUT F "The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners." RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 0, ss.597 - 613, 2020. 10.29000/rumelide.752562
ISNAD DEMIRAY AKBULUT, FATMA. "The relationship between morphological mastery and vocabulary learning strategies of Turkish EFL learners". RumeliDE Dil ve Edebiyat Araştırmaları Dergisi 19 (2020), 597-613. https://doi.org/10.29000/rumelide.752562