Öz
The purpose of this research is to evaluate German student teachers within the context of learner autonomy. A Likert-type questionnaire including 23 items is developed to gather data and carried out on the students in German Language Teaching (GLT) Department, in Education Faculty at Dicle University. Three different variances are discussed: learning strategies, learning styles, anxiety and expectations. According to the findings, the students learn better in teacher-based classrooms. They do not have enough knowledge and positive experience on the student-based activities such as group works and research papers. The students do not follow a proper schedule to study, they do not study daily regularly, and they only study hard when they have examinations. It is found out that studying alone is a common habit. Instead of the expectation of being trained well in their branches, most of the students attend lessons to get a faculty diploma. If an education notion which is based on learner autonomy is anticipated, first of all, it should be realized in teacher training programmes.
Anahtar Kelimeler
Learner autonomy learner-centered instruction student teacher learning strategies German teacher
Kaynakça
- Açıkgöz, K.Ü. (2005). Aktif Öğrenme. Eğitim Dünyası Yayınları. 7.Baskı. İzmir
- Apeltauer E.(2010). Lernerautonomie, Lehrerautonomie und Deutsch als Fremdsprache. In: XI. Türkischer Internationaler Germanistik Kongress. Globalisierte Germanistik: Sprache- Literatur-Kultur.Tagungsbeiträge, 15-34.
- Bimmel, P.& Rampillon U. (2000). Lernerautonomie und Lernstrategien. Fernstudieneinheit 23.Langenscheidt. Berlin
- Carneiro, R. (2007). The Big Picture: understanding learning and meta-learning challenges. European Journal of Education. Vol. 42 (2), 151-171.
- Demirel, Ö. (2005). Avrupa Konseyi Dil Projesi ve Türkiye Uygulaması. Milli Eğitim 167. AB Sürecinde Eğitim Özel Sayısı, 71-82.
- Holec, H.( 1988). Autonomy and Self-Directed Learning: Present Fields of Application Strasbourg:Council of Europa
- Möller, J., Sappik, N., Lamel, M. and Soulos, E. (2007). Lernerautonomie und selbstgesteuertes Fremdsprachliches Lernen. Retrived from: http://www.uni-giessen.de/rom-didaktik/personal/prinz/Lernerautonomie%20neu%202.pdf .
- Rampillon, U. (1995). Lernen Leichter Machen. Hueber (Ismaning)
- Smith, R.C. (2003). Teacher education for teacher-learner autonomy. In Gollin, J., G. Ferguson and H. Trappes-Lomax (eds), Symposium for Language Teacher Educators: Papers from Three IALS Symposia (CD-ROM). Edinburgh: IALS, University of Edinburgh. Retrived from: http://www.warwick.ac.uk/~elsdr/Teacher_autonomy.pdf
- Tönshoff, W. (1997).Training von Lernerstrategien im Fremdsprachenunterricht unter Einsatz Bewußmachender Vermittlungsverfahren. Strategien und Techniken beim Erwerb fremder Sprachen (Hg.Rampillon/Zimmermann). Hueber, Ismaning
- Türkoğlu, A. (2005). Avrupa Birliği Sürecinde Eğitimi Etkileyen Faktörler. Milli Eğitim 167. AB Sürecinde Eğitim Özel Sayısı, 8-14.
- Wicke, R.E. (2004). Aktiv und Kreativ Lernen. Projektorientierte Spracharbeit im Unterricht. Hueber
- Wollf, D. (1997). Lernstrategien: Ein Weg zu mehr Lernerautonomie Retrived from: http://www.ualberta.ca/~german/idv/wolff1.htm.
- Zimmerman, B.J. (1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology1990, Vol. 82 (1), 51-59. Retrived from: http://technologication.com/files/2010/03/Zimmerman_Pons_Student_Self_Regulation.pdf
Öz
Kaynakça
- Açıkgöz, K.Ü. (2005). Aktif Öğrenme. Eğitim Dünyası Yayınları. 7.Baskı. İzmir
- Apeltauer E.(2010). Lernerautonomie, Lehrerautonomie und Deutsch als Fremdsprache. In: XI. Türkischer Internationaler Germanistik Kongress. Globalisierte Germanistik: Sprache- Literatur-Kultur.Tagungsbeiträge, 15-34.
- Bimmel, P.& Rampillon U. (2000). Lernerautonomie und Lernstrategien. Fernstudieneinheit 23.Langenscheidt. Berlin
- Carneiro, R. (2007). The Big Picture: understanding learning and meta-learning challenges. European Journal of Education. Vol. 42 (2), 151-171.
- Demirel, Ö. (2005). Avrupa Konseyi Dil Projesi ve Türkiye Uygulaması. Milli Eğitim 167. AB Sürecinde Eğitim Özel Sayısı, 71-82.
- Holec, H.( 1988). Autonomy and Self-Directed Learning: Present Fields of Application Strasbourg:Council of Europa
- Möller, J., Sappik, N., Lamel, M. and Soulos, E. (2007). Lernerautonomie und selbstgesteuertes Fremdsprachliches Lernen. Retrived from: http://www.uni-giessen.de/rom-didaktik/personal/prinz/Lernerautonomie%20neu%202.pdf .
- Rampillon, U. (1995). Lernen Leichter Machen. Hueber (Ismaning)
- Smith, R.C. (2003). Teacher education for teacher-learner autonomy. In Gollin, J., G. Ferguson and H. Trappes-Lomax (eds), Symposium for Language Teacher Educators: Papers from Three IALS Symposia (CD-ROM). Edinburgh: IALS, University of Edinburgh. Retrived from: http://www.warwick.ac.uk/~elsdr/Teacher_autonomy.pdf
- Tönshoff, W. (1997).Training von Lernerstrategien im Fremdsprachenunterricht unter Einsatz Bewußmachender Vermittlungsverfahren. Strategien und Techniken beim Erwerb fremder Sprachen (Hg.Rampillon/Zimmermann). Hueber, Ismaning
- Türkoğlu, A. (2005). Avrupa Birliği Sürecinde Eğitimi Etkileyen Faktörler. Milli Eğitim 167. AB Sürecinde Eğitim Özel Sayısı, 8-14.
- Wicke, R.E. (2004). Aktiv und Kreativ Lernen. Projektorientierte Spracharbeit im Unterricht. Hueber
- Wollf, D. (1997). Lernstrategien: Ein Weg zu mehr Lernerautonomie Retrived from: http://www.ualberta.ca/~german/idv/wolff1.htm.
- Zimmerman, B.J. (1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology1990, Vol. 82 (1), 51-59. Retrived from: http://technologication.com/files/2010/03/Zimmerman_Pons_Student_Self_Regulation.pdf
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 8 Mart 2014 |
| Gönderilme Tarihi | 8 Mart 2014 |
| Yayımlandığı Sayı | Yıl 2012 Cilt: 41 Sayı: 1 |
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