CİNSİYET FAKTÖRÜNÜN YABANCI DİL OLARAK TÜRKÇE ÖĞRENİM STRATEJİLERİNE ETKİSİ (BOSNA HERSEK ÖRNEĞİ)
Özet
The aim of this study is mainly to focus on whether the language learning strategies among the Turkish learning high school students in Bosnia and Herzegovina varies based on gender. The sample size consists of 357 high school students studying Turkish Language as a foreign language in Bosnia and Herzegovina. The data collection for this research was obtained using the Language Learning Strategies Inventory, developed by Oxford R. (1990), and translated into Bosnian language for a precise understanding by the population. The analysis of the data was conducted on SPSS 18.0 (Statistical Package for the Social Sciences) and the results gathered from the participants were analyzed using independent sample T test, also known as the analysis of variance. Furthermore, a 50-item 5-point Likert Scale questionnaire which comprised the metacognitive, affective, social, memory, cognitive and compensation strategies was used. It was revealed through the results, that the metacognitive, affective, memory, cognitive strategies do have an association with gender. In other words, when either one of the metacognitive, affective, memory and cognitive strategies is used to teach Turkish language among the sample size of 357 students: gender is a crucial factor for its effectiveness. In addition, female students are more effected by the memory and cognitive strategies when compared to male students . In conclusion, this research has demonstrated significant findings which indicate that gender is a factor shaping the effectiveness of the language learning strategies. It should be taken into account while teaching Turkish Language to a Bosnian high school student in order to increase the education level and keep the education permanent.
Anahtar Kelimeler
Educating Turkish as a foreign language, language learning strategies, gender.