İkinci Dil Olarak Türkçe Öğrencilerinin Kullandığı Dilbilgisi Öğrenme Stratejileri

Abstract

This study aims to examine the grammar learning strategies used and preferred by international students learning Turkish in Turkish Language Teaching Centers in Turkey. It also seeks to identify the individual differences (gender, mother tongue, and foreign language knowledge) that affect these strategy preferences. A questionnaire consisting of 37 questions was administered to the students who voluntarily participated in this study. Quantitative method was largely used to analyze the data, while qualitative method was also used to analyze the open-ended question responses of the questionnaire. Eighty-four students from four different universities in Ankara participated in this study. The quantitative data obtained was analyzed using IBM SPSS 27 software. Although the study's findings do not show a statistically significant difference, the data indicate that learners of Turkish as a second language benefit from various grammar strategies. It was observed that students whose mother tongue belonged to the group of fusional languages use grammatical strategies more frequently while learning Turkish, whereas students whose mother tongue belonged to the group of agglutinative languages use these strategies less frequently. However, it was concluded that students in the agglutinative languages group used mother tongue-based grammar strategies more frequently. In addition to this data, it is thought that students who speak three foreign languages use grammar learning strategies more frequently than students who speak one or two foreign languages. It was also concluded that frequent use of a strategy does not mean that students find this strategy useful.