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Dergiler / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 33 Sayı: 4

Eşdizimliliğin Belirgin Öğretim Yöntemiyle Öğretilmesinin İngilizce’yi Yabancı Dil Olarak Öğrenenlerin Dil Yeterliğine Etkisi

The Effect of Explicit Instruction of Collocations on EFL Learners’ Language Proficiency

Mohammad Hossein Keshavarz(GİRNE AMERİKAN ÜNİVERSİTESİ)0000-0002-7323-8752
Parisa Taherıan(GİRNE AMERİKAN ÜNİVERSİTESİ)0000-0003-1008-0596
Sayfa
987–1001
Yayın Tarihi
2018-10-31
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bu sonuçlardan da eşdizimliliğin belirgin bir biçim de öğretilmesinin dil yeterliğinin gelişimine olumlu katkı yapabileceği anlaşılmıştır.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışma eşdizimliliğin belirgin öğretimi yöntemiyle İngilizce’yi yabancı dil olarak öğrenenlerin dil yeterliğine etkisini araştırmıştır.
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Temel Bulgular & Veri:Bu amaçla, iki öğrenci grubunun performansları zaman serisi değerlendirme biçiminde karşılaştırılmıştır.
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Sonuç & Katkı:Bu sonuçlardan da eşdizimliliğin belirgin bir biçim de öğretilmesinin dil yeterliğinin gelişimine olumlu katkı yapabileceği anlaşılmıştır.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Eşdizimliliğin belirgin öğretim yöntemiyle öğretilmesi · yabancı dil olarak İngilizce öğrenenler · sınav performansı

Özet

Bu çalışma eşdizimliliğin belirgin öğretimi yöntemiyle İngilizce’yi yabancı dil olarak öğrenenlerin dil yeterliğine etkisini araştırmıştır. Bu amaçla, iki öğrenci grubunun performansları zaman serisi değerlendirme biçiminde karşılaştırılmıştır. Katılımcıların homojenliğini sağlamak için, ön test uygulanmıştır. Her iki grubun kitapları ve öğretmeni aynı olmuştur ancak deney grubunda eşdizimlilik her dört dil becerisi için belirgin biçimde vurgulanmıştır. Buna ek olarak, bu öğrencilerden eşdizimliliği kavramak ve yerleştirmek için dikkatli bir şekilde not almaları ve kullanmaları istenmiştir. Ayrıca, testler uygulandıktan sonra dinleme metinlerini yazıya aktarmaları istenmiştir. Eşdizimlilik kontrol grubundaki öğrencilere ise örtük bir şekilde sunulmuştur. Öğrencilerin orta seviye yeterliliğe ulaşma sürecini takip edebilmek için sürekli biçimlendirici değerlendirme kullanılmıştır. Üç ay süren dersin sonunda, FCE (First Certificate in English) sınavının geçmiş örnekleri her iki gruba da uygulanmış ve iki grubun performansları karşılaştırılmıştır. Sonuçlar deney grubunun kontrol grubuna göre daha başarılı olduğunu göstermiştir. Bu sonuçlardan da eşdizimliliğin belirgin bir biçim de öğretilmesinin dil yeterliğinin gelişimine olumlu katkı yapabileceği anlaşılmıştır.

Abstract

This study investigated the impact of explicit instruction of collocations on EFL learners’ English proficiency. To this end, the performance of two groups of EFL learners in the form of time-series assessment was compared. To ensure the homogeneity of the participants, a pretest namely Preliminary English Test (PET) was administered. The teacher and the textbooks for both groups were the same, however in the experimental group there was an explicit emphasis on collocations in all four language skills. Moreover, these students were required to keep track of collocations by taking careful notes and using them in their productive skills in order to activate and internalize them. They were also instructed to transcribe the listening passages of the textbook after the tests were administered in class. The control group was only implicitly exposed to collocations. Continuous formative assessment was used to keep track of the learners’ progress towards reaching the intermediate proficiency level. To conclude the three-month course, FCE (First Certificate in English) past-papers were given to both groups and a comparison was drawn in their performance. The results indicated that the experimental group outperformed the control group, suggesting that teaching collocations explicitly may lead to improvement in language proficiency.

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Bu Makaleye Atıf Yap

Keshavarz, M. H., Taherıan, P. (2018). Eşdizimliliğin Belirgin Öğretim Yöntemiyle Öğretilmesinin İngilizce’yi Yabancı Dil Olarak Öğrenenlerin Dil Yeterliğine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 33 Sayı: 4, 987–1001. https://ajindex.com/articles/1404684

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