Analysis of Language Learning Strategies and Stereotypical Thoughts of Preparatory School Students
Abstract
This study identifies the usage of language learning strategies and stereotypical thoughts on foreign languages regarding gender and language marks. It is designed in both correlation model and descriptive comparative model. The research sample is composed of 184 preparatory school students studying at a state university. Two questionnaires are used in the collection of data: Oxford's Language Learning Strategies Scale (1990) and Ünal's (2015) Stereotypical Thoughts towards Foreign Language Scale. The findings show that the use of language learning strategies is moderate and metacognitive strategies are the most widely used ones. The strategies that are used more are indirect ones while cognitive strategies are the least frequently employed ones. Additionally, while female students use indirect strategies more than males, the use of direct strategies does not differ significantly according to gender. Also, in terms of foreign language scores, it is found out that students with higher marks tend to use indirect strategies more. The findings also indicate that stereotypical thoughts towards foreign languages are moderate. The highest mean scores are indicated by regret and collectivity when compared to the other categories. In terms of gender, the stereotypical thoughts of students differ significantly in favor of female students in categories as regret and collectivity. Regarding language scores,   the level of stereotypical thoughts towards foreign language is high for unsuccessful students while successful ones tend to have less stereotypical thoughts. Finally, there is a mild and inverse relationship between the use of language learning strategies and stereotypical thoughts towards languages.
Keywords
Full Text:
PDFReferences
Açıkel, M. (2011). Language learning strategies and self-efficacy beliefs as predictors of English proficiency in a language preparatory school. MA Thesis, Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
Ada, S. (2011). Özel ilköğretim okulu öğrencilerinin dil öğrenme stratejileri üzerine bir çalışma. Yüksek lisans tezi, Trakya Üniversitesi Sosyal Bilimler Enstitüsü, Edirne.
Akdağ Çimen, B. & Aksakallı, C. (2017). The influence of Turkish EFL students’ perceived proficiency level and gender on the use of language learning strategies. Akademik Sosyal Araştırmalar Dergisi, 5(50), 252-264.
Alhaysony, M. (2017). Language learning strategies use by Saudi EFL students: the effect of duration of English language study and gender. Theory and Pracice in Language Studies, 7, 18–28.
Altan, M. Z. (2003). Language learning strategies and foreign language achievement. Education and Science, 28(129), 25-31.
Al-Qahtani, M. F. (2013). Relationship between English language, learning strategies, attitudes, motivation, and students’ academic achievement. Education in Medicine Journal, 5, 19–29.
Aslan, O. (2009). The role of gender and language leariıng strategies in learning. MA Thesis, Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
Bekleyen, N. (2006). İngilizce öğretmen adaylarının dil öğrenme stratejileri kullanımı. A.Ü. TÖMER Dil Dergisi, 132, 28-37.
Boylu, E. (2015). Yabancı dil olarak Türkçe öğrenenlerin dil öğrenme stratejilerini kullanma düzeyleri. MA Thesis, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Bölükbaş, F. (2013). The effect of language learning strategies on learning vocabulary in teaching Turkish as a foreign language. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 55-68.
Brooks-Lewis, K. A. (2012). Stereotyping in foreign language education. Procedia - Social and Behavioral Sciences, 51, 523-526.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd. ed.). White Plains, NY: Pearson.
Charoento, M. (2016). Individual learner differences and language learning strategies. Contemporary Education Research Journal, 7, 57–72.
Chen, M. (2014). Age differences in the use of language learning strategies. English Language Teaching Journal, 7, 144–151.
Dağıstan, A. (2017). Ortaokul öğrencilerinin matematik dersine yönelik kalıplaşmış düşüncelerinin akademik başarıları ile ilişkisi. Yüksek lisans tezi, Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü, Kırşehir.
Dawadi, S. (2017). Language learning strategies profiles of EFL learners in Nepal. European Journal of Educational and Social Sciences, 2, 42–55.
Dökmen, Ü. (2013). İletişim çatışmaları ve empati (50. Baskı). İstanbul: Remzi.
EkÅŸi, G. (2009). Foreign language learning, prejudice and stereotyping. EKEV Akademi Dergisi, 13(38), 317-329.
Eshghinejad, S. (2016). EFL students’ attitudes toward learning English language: The case study of Kashan University students. Cogent Education, 3(1), 1-13.
Gass, S. M., Behney, J., & Plonsky, L. (2013). Second language acquisition: An introductory course (4th ed.). New York: Routledge.
Green, J. M. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261–297.
Griffiths, C., & Incecay, G. (2016). New directions in language learning strategy research: engaging with the complexity of strategy use, in New Directions in Language Learning Psychology, eds C. Gkonou, D. Tatzl, and S. Mercer (Berlin: Springer), 25–38.
Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38(1), 108-117.
Lewandowski, M. (2014). Gender stereotyping in EFL grammar textbooks. A diachronic approach. Linguistik Online, 68(6), 83-99.
Lim, Y. T. M. (2013). Language learning strategies by learners of Chinesse as a Foreign Language (CFL): the effect of proficiency and gender. MA Thesis, School of Languages and Comp Cultural Studies, Australia.
Liyanage, I. & Bartlett, B. J. (2012). Gender and language learning strategies: Looking beyond the categories. The Language Learning Journal, 40(2), 237-253.
Nguyen, H. T., & Kellogg, G. (2010). I had a stereotype that Americans were fat: Becoming a speaker of culture in a second language. Modern Language Journal, 94(1), 56-73.
Nikitina, L. (2015) Country stereotypes and L2 motivation: A study of French, German and Spanish language learners. Studies in Linguistics, 37, 483-509.
Oflaz, A. (2008). Almanca öğretmen adaylarının dil öğrenmede kullandıkları öğrenme stratejileri. Uluslararası Sosyal Araştırmalar Dergisi, 1(3), 278-300.
Norton, B. & Toohey, K. (2001). Changing perspectives in on good language learners. TESOL Quarterly, 35(2), 307-322.
Oxford, R. L. (2016). Teaching and Researching Language Learning Strategies: Self-Regulation in Context. New York, NY: Routledge.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle and Heinle.
Oxford, R. L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73, 291-300.
Padem, S. (2012). Üniversite hazırlık sınıfı öğrencilerinin dil öğrenme stratejileri kullanımlarının çeşitli değişkenlere göre incelenmesi. Yüksek lisans tezi, Düzce Üniversitesi Sosyal Bilimler Enstitüsü, Düzce.
Pfenninger, S. E., and Singleton, D. (2017). Beyond Age Effects in Instructional L2 Learning: Revisiting the Age Factor. Clevedon: Multilingual Matters.
Platsidou, M., and Kantaridou, Z. (2014). The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners. Journal of Language and Literature, 5, 253–260.
Poole, A. (2005). Gender differences in reading strategy use among ESL college students. Journal of college Reading and Learning, 36(1), 7-20.
Popovic, R. (2004). National stereotypes in teaching English as a foreign language. MA Thesis, Uluslararası Eğitim Okulu, Vermont.
Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. The Language Learning Journal, 44, 90–106.
Riazi, A. (2007). Language learning strategy use: perceptions of female Arab English majors. Foreign Language Annals, 40(3), 433-440.
Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. The Asian EFL Journal, 12, 18–42.
Spencer, S. J., Steele, C.M. & Quinn, D. M. (1998). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4-28.
Tercanlıoğlu, L. (2004). Exploring gender effect on adult foreign language learning strategies. Issues in Educational Research, 14, 52-65.
Ãœnal, M. (2015). Developing a scale for stereotyped thoughts about foreign languages. International Journal of Eurasia Social Sciences, 6(19), 218-233.
Varışoğlu, M. C. (2017). Türkçe öğrenen Litvanyalı öğrencilerin kullandıkları dil öğrenme stratejileri. Türkiyat Araştırmaları Enstitüsü Dergisi, 59, 533-546.
Wherton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243.
Wong, L. L. C., and Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39, 144–163.
Wong, S-L. M. (2011). Language learning strategy use: A study of pre-service teachers in Malaysia, 1-21.
Wu, Y. L. (2008). Language learning strategies used by students at different proficiency levels. Asian EFL Journal, 10, 75–95.
Yalçın, M. (2006). Differences in the perceptions on language learning strategies of English preparatory class students studying at Gazi University. MA Thesis, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Refbacks
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies