RUS DİLİ EĞİTİMİNDE YENİ BİR YAKLAŞIM: RUSÇA ÖLÇME VE DEĞERLENDİRME SİSTEMİ (GSR)

A NEW APPROACH IN RUSSIAN LANGUAGE TEACHING: TESTING AND ASSESSMENT IN RUSSIAN LANGUAGE TEACHING GLOBAL SCALE OF RUSSIAN (GSR)

Özet

'Global scale of English' dilbilimde son dönemlerde çok yaygın olan ve ilk olarak lider eğitim şirketi 'Pearson' tarafından piyasaya sürülen ölçme ve değerlendirme sistemidir. Bu sistem İngilizce öğretiminde uygulandığı gibi Rusça öğretiminde de uygulanabilmektedir. Rusça gramer yapısı İngilizce gramer yapısından farklı olsa da çoğu konuda benzerlikler söz konusudur. Bu sistemleşme, bütün yabancı dilllerin öğrenilmesinde uygulandığı gibi, Rusça öğretiminde de bir mekanizma algısı oluşturarak eğitim sürecini hem öğretmen, hem de öğrenci için kolaylaştıracağı düşünülmektedir. Bu çalışmada Global scale of English sistemi temel alınarak Rusçanın her seviyesine uygun olacak şekilde yeni bir sistem hazırlanması planlanmaktadır. Global scale of Russian sistemi ile değerlendirme, öğretme ve puanlama biçiminin değiştirilmesi hedeflenmektedir. Bu mekanizma ile bilgiler rakamlara dönüştürülerek bugüne kadar başlangıç, orta ve ileri seviye olarak bilinen dil bilgilerinin daha detaylı incelenmesi sağlanacak ve böylelikle sistem, dil öğretiminde en kolay ve en çabuk yöntemlerin bulunmasına yardımcı olacaktır. Bu bağlamda sistem İngilizce değerlendirmelerindeki gibi dinleme, konuşma, yazma ve okuma olmak üzere 4 bölüme ayrılacaktır. Global scale of Russian dil öğretiminin amaçları için iyi bir araç olacaktır

Abstract

The Global Scale of English (GSE) is standardized, granular scale which measures English language proficiency as well as education progress accurately and easily. Lately it became very popular and demanded in linguistics. The Global Scale of English was launched by Pearson, which is the world’s leading learning company. The same as this system works for English it may be applied for Russian language learning or for any other foreign languages. In spite of the fact that English and Russian are very different in a lot of important language aspects, they still have similarities on many topics. It is expected that, the development of such mechanism of perception wıll make Russian learning easier both for students and for teacher. The purpose of this research aims to apply GSE to the Russian language and based on GSE to develop The Global Scale of Russian. By means of this system, it is planned to change measurement and scoring system for each level of the Russian language education. This means that language proficiency will no longer need to be measured in vague terms like basic, intermediate or advanced. It will enable Russian learners to score their language skills on a granular, numeric scale from. In other words the system will provide more detailed picture of Russian language performance at different levels of proficiency as well as will help to find more efficient teaching methods. In this context, the same like in GSE, evaluation will be divided into 4 parts: listening, speaking, writing and reading. The Global Scale or Russian will be a very good tool for Russian language education.Russian is one of the mostly spoken languages in the world. The importance of Russian language can be understood by looking at the vast region where it is spoken. In addition, teaching Russian as a foreign language is of utmost importance both in Turkey and in other countries in terms of improving international relationships. In Turkey, the demand to learn Russian is increasing day by day due to the thriving economical, political and commercial relationships between Turkey and Russia. Correspondingly, new private institutions to teach Russian and Russian Culture and Literature departments at universities are being founded in Turkey. When the backgorund of Russian Culture and Literature departments in Turkey was reviewed, it is seen that the first Russian Culture and Literature Department was founded in 1936 in Ankara University, Faculty of Languages, Geography.and History thanks to the initiative of Mustafa Kemal Atatürk (Aktay, 2015: 128). In 1990, after the revolution in Russia, the relations between two countries started to develop and after Russian Literature, Turkish people also became interested in Russian language, which paved the way for founding Russian Language and Literature Departments in Turkish universities: İstanbul University (1990), Selçuk University(1992), Erciyes University( (1993), Gazi University(1995), Fatih University(1996), Kafkas University( (2004), Anadolu University(2010). Okan University founded the Department of Russian Translation and Interpreting in 2004. In addition, in many universities in Turkey Russian is taught as a second language. In 2005-2006 academic year, Russian became the medium of instruction in vacational high schools for the first time (Aykut, 2006: 23). 2. The Purpose of the Study The issue of how to teach Russian as a foreign language is a common matter of discussion just like the issue of how to teach other languages. While teaching Russian, a lot of different methods including translation, auditory and visual methods are employed. In fact, foreign language teaching methods are not the methods to teach or learn a language, but the methods to provide the learner with the skills and learning strategies to become more competent learners. In language teaching, the method is an educational component which provides students to accomplish the outcomes in a quick and reliable way. Although there are several language teaching methods developed until today, it is impossible to mention a certain method that is ideal and totally sufficient. The variety in language teaching methods brings about the problem to decide which method is the most efficient one. A method which can be fully efficient for a person may not be efficient for another one or it may be totally useless. In foreign language teaching, a method determines the theoratical basics of instruction. Therefore, it is essential to have an in-depth knowledge of the basics, limitations and application of a method. (Memiş, Erdem, 2013: 298-299) As is known to all, language ability is an innate physiological ability and it determines an individual’s future experiences. Language ability serves as a bridge connecting the real world and an individual’s mind. The development of language ability of an individual depends on physiological, psychological, social, cultural, economical and individual factors such as gender, age and intelligence. (Şengül, 2009). This is why science gets in search of new systems for language ability development. Inspired from this point of view, in this study, it is aimed to bring a new perspective to GSE ( Global Scale of English) language scale, which is the the first truly global English language standard, allowing teachers to more accurately and easily measure learner progress, by using GSE ( Global Sclae of English) and CEFR (Common European Framework of Reference: Learning, Teaching, Assessment). GSE ( Global Scale English) is a testing and assesment scale developed by a leading educational company Pearson. The purpose of designing this scale is to adapt the English version for teaching Russian language and by this way to convert the information into numbers in order to have a standard viewpoint and an opportunity to find new ways in teaching Russian. In this study, Global Scale of Russian is examined in terms of teaching and development. 3. The Method of the Study In this study, in order t