Abstract
İkinci/yabancı dil öğrenimi ve öğretimi alanında öğrenicilerin rolünün ne olduğuna dair artan ilgiyle birlikte, öğrenicilerin nasıl özdenetimci hale geldikleri arayışı onlarca yıldır araştırmacıları kendine çekmiştir. Bu çalışmada, İngilizceyi yabancı dil olarak öğrenenlerin kelime öğreniminde eleştirel düşünme yetenekleri ile özdenetimleri arasında herhangi bir ilişki olup olmadığı araştırılmaya çalışılmıştır. Bu nedenle ilgili verileri toplamak amacıyla 130 katılımcıya Kelime Bilgisi Düzeyleri Testi'nin (Schmitt, 2000) revize edilmiş versiyonu uygulanarak kelime bilgilerindeki türdeşlik tespit edilmiştir. İkinci aşamada, seçilen katılımcılara eleştirel düşünme becerisi ve sözcük dağarcığındaki özdenetimi belirlemek için eleştirel düşünme anketi (Honey, 2004) ve Özdenetim Kapasitesi Kelime Öğrenme Ölçeği (Dornyei, Schmitt & Tseng, 2006) uygulanmıştır. İstatistiksel analizlerden elde edilen sonuçlar, kelime öğreniminde eleştirel düşünme yeteneği ile özdenetim arasında güçlü bir ilişki olduğunu göstermiştir. Ayrıca, öğrenicilerin eleştirel düşünme yeteneği ile yabancı dil kelime bilgisi arasında yüksek bir korelasyon olduğu saptanmıştır.
Keywords
References
- Anderson, N. J. (1991). Individual differences in strategy use in second language reading and teaching. Modern Language Journal, 75(2), 460-472.
- Azizi, M. (2002). The relationship between Iranian EFL learners' multiple intelligences and their use of reading strategies. Unpublished master’s thesis, Science and Research Campus, Tehran, Iran.
- Bowen, J. D., Madsen, H., & Hilfery, A. (1985). Techniques and procedures in language teaching. Boston: Newburry House Publishers.
- Brown, H. D. (1994). Principles of language teaching and learning. New York: Prentice Hall Regents.
- Celce Maurcia, M. (1991). Teaching English as a second or foreign language. New York: Newbury House.
- Chamot, A. U., & El-Dinary, P. B. (1999). Childrens' learning strategies in language immersion classrooms. The Modern Language Journal, 83, 319-338.
- Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
- Davis, K. M. (1999). Reading to learn. New Jersey: Prentice Hall.
- Goodman, K. S. (1988). The reading process in interactive approaches to second language reading. Cambridge: Cambridge University Press.
- Grabe, W. (1991). Current developments in second language reading research. Tesol Quarterly, 25(3), 375-406.
- Grabe, W. & Stoller F. L. (2002). Teaching and researching reading. Harlow: Longman.
- Koda, K. (2005). Insights into second language reading. Cambridge: Cambridge University Press.
- Lam, W. (2009). Examining the effects of metacognitive strategy instruction on ESL learners: A synthesis of approaches, Language Teaching Research 13(2) 129-150.
- Mousavian, H. (2005). The impact of three different pre-reading activities on reading comprehension of first grade students of high school. Unpublished master's thesis, Science and Research Campus. Tehran, Iran.
- Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle Publishers.
- O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
- Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: New Burry House.
- Perkins, D. (1991). Education for insight. New York: Free Press.
- Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.) Edinburg: Pearson Education.
- Rivers, W. M. (1981). Teaching Foreign language skills (2nd ed.). Chicago: University of Chicago Press.
Abstract
With the flourishing interest in the role of learners in the field of second/foreign language learning and teaching, the quest for how students become self-regulated has attracted researchers for decades. The present study attempted to investigate whether there is any relationship between critical thinking ability and self-regulation in vocabulary learning of EFL learners. Therefore, in order to collect the related data, a revised version of the Vocabulary Levels Test (Schmitt, 2000) was administered to 130 students to establish their homogeneity in terms of their vocabulary knowledge. In the second stage, the critical thinking questionnaire (Honey, 2004) and the Self-regulating Capacity Vocabulary Learning Scale (Dornyei, Schmitt & Tseng, 2006) were administered to the selected participants to specify the critical thinking ability and self-regulation in vocabulary learning of EFL learners. The obtained results of the statistical analyses indicated a strong relationship between critical thinking ability and self-regulation in vocabulary learning. Moreover, there was a high correlation between the students’ critical thinking ability and L2 vocabulary knowledge. In addition, the findings revealed that EFL learners’ self-regulation in vocabulary learning was correlated with their L2 vocabulary knowledge.
References
- Anderson, N. J. (1991). Individual differences in strategy use in second language reading and teaching. Modern Language Journal, 75(2), 460-472.
- Azizi, M. (2002). The relationship between Iranian EFL learners' multiple intelligences and their use of reading strategies. Unpublished master’s thesis, Science and Research Campus, Tehran, Iran.
- Bowen, J. D., Madsen, H., & Hilfery, A. (1985). Techniques and procedures in language teaching. Boston: Newburry House Publishers.
- Brown, H. D. (1994). Principles of language teaching and learning. New York: Prentice Hall Regents.
- Celce Maurcia, M. (1991). Teaching English as a second or foreign language. New York: Newbury House.
- Chamot, A. U., & El-Dinary, P. B. (1999). Childrens' learning strategies in language immersion classrooms. The Modern Language Journal, 83, 319-338.
- Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
- Davis, K. M. (1999). Reading to learn. New Jersey: Prentice Hall.
- Goodman, K. S. (1988). The reading process in interactive approaches to second language reading. Cambridge: Cambridge University Press.
- Grabe, W. (1991). Current developments in second language reading research. Tesol Quarterly, 25(3), 375-406.
- Grabe, W. & Stoller F. L. (2002). Teaching and researching reading. Harlow: Longman.
- Koda, K. (2005). Insights into second language reading. Cambridge: Cambridge University Press.
- Lam, W. (2009). Examining the effects of metacognitive strategy instruction on ESL learners: A synthesis of approaches, Language Teaching Research 13(2) 129-150.
- Mousavian, H. (2005). The impact of three different pre-reading activities on reading comprehension of first grade students of high school. Unpublished master's thesis, Science and Research Campus. Tehran, Iran.
- Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle Publishers.
- O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
- Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: New Burry House.
- Perkins, D. (1991). Education for insight. New York: Free Press.
- Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.) Edinburg: Pearson Education.
- Rivers, W. M. (1981). Teaching Foreign language skills (2nd ed.). Chicago: University of Chicago Press.
Details
| Primary Language | English |
|---|---|
| Subjects | Turkish Education |
| Journal Section | Research Article |
| Authors | |
| Publication Date | March 30, 2023 |
| Published in Issue | Year 2023 Volume: 11 Issue: 1 |
