Abstract
The purpose of this study is to determine how are the attitudes of students to using memorization strategy in the learning process. For this purpose, students' attitude towards using memorization as a learning strategy was examined. In the study a "relational survey model" of the general survey models was used to determine attitudes of participants for the memorization strategy. Research, was conducted with the students who were in the 7-8. classroom at secondary school. "The Scale of Student Attitudes towards Memorization Strategy" was developed to determine student attitudes. With this developed scale, it was determined how the attitudes of the students towards the memorization strategy are. SPSS 15.0 program was used to analyze the data. Value of the obtained data for The Kaiser-Meyer-Olkin (K.M.O.) was found as 0.81. Since the Barlet test is significant (p = 0.000), it was determined that factors can be analyzed. “Anlamlı Suratları Kullanma Tutum Ölçeği” (Attitude Scale for Using Emoticons/ASK TO)” developed by the author has been used to show the convergent validity of the developed "The Scale of Student Attitudes towards Memorization Strategy ". According to the findings reached, students have a positive attitude towards the memorization strategy. At the same time, it has determined that using memorization is appropriate for most students as a strategy in learning cases. Because during the memorization process students are at the center of learning.
References
- Büyüköztürk, Ş. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
- Cook, G. (1994). Repetition and learning by heart: an aspect of intimate discourse and its implications. ELT Journal, 48 (2), 133-141.
- Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
- Fitzpatrick, T. & Wray, A. (2006). Breaking up is not so hard to do: individual differences in l2 memorization. The Canadian Modem Language Review/La Revue Canadienne des Langues Vivantes, 63(1), 35-57.
- Franco, A. J. (2014). How can we teach the chemical elements to make the memorization task more enjoyable? Found SCI, 19, 185–188.
- Gijbels, D., Segers, M. & Struyf, E. (2008). Constructivist learning environments and the (im) possibility to change students’ perceptions of assessment demands and approaches to learning. INSTR SCI, 36, 431-443.
- Grenfella, M. & Harris, V. (2015). Memorization strategies and the adolescent learner of Mandarin Chinese as a foreign language. Linguistics and Education, 31, 1-13.
Abstract
References
- Büyüköztürk, Ş. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
- Cook, G. (1994). Repetition and learning by heart: an aspect of intimate discourse and its implications. ELT Journal, 48 (2), 133-141.
- Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
- Fitzpatrick, T. & Wray, A. (2006). Breaking up is not so hard to do: individual differences in l2 memorization. The Canadian Modem Language Review/La Revue Canadienne des Langues Vivantes, 63(1), 35-57.
- Franco, A. J. (2014). How can we teach the chemical elements to make the memorization task more enjoyable? Found SCI, 19, 185–188.
- Gijbels, D., Segers, M. & Struyf, E. (2008). Constructivist learning environments and the (im) possibility to change students’ perceptions of assessment demands and approaches to learning. INSTR SCI, 36, 431-443.
- Grenfella, M. & Harris, V. (2015). Memorization strategies and the adolescent learner of Mandarin Chinese as a foreign language. Linguistics and Education, 31, 1-13.
Details
| Primary Language | English |
|---|---|
| Subjects | Language Studies (Other), Applied Linguistics and Educational Linguistics |
| Journal Section | Research Article |
| Authors | |
| Publication Date | March 30, 2018 |
| Published in Issue | Year 2018 Volume: 6 Issue: 1 |
