Sözcük öğretiminde öykülendirme yönteminin İngilizce dersi ilköğretim 4. sınıf öğrencilerinin akademik başarısına ve öğrenme kalıcılığına etkisi
Başlık çevirisi mevcut değil.
- Tez No: 161821
- Danışmanlar: Y.DOÇ.DR. SEVAL FER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2005
- Dil: Türkçe
- Üniversite: Yıldız Teknik Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Eğitim Programları ve Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 197
Özet
Özet yok.
Özet (Çeviri)
ABSTRACT The aim of this study is to research the effect of the storytelling method for the instruction of vocabulary in English lessons and its effect on the academic success and lexis retention of students in the 4th grade of primary school. There are two principle hypotheses in this research. The first hypotheses may be expressed as follows:“The use of the storytelling method for the instruction of vocabulary has a more positive effect on the academic success of the students in the experimental group than that found using traditional applications or approaches in the control group.”The second hypotheses may be set out as thus:“The use of the storytelling method for the teaching of vocabulary has greater benefit for the lexis retention of the students in the experimental group than of traditional vocabulary learning strategies in the control group.”The research for this study was carried out using 4th year students at Private Ufuk Primary school as a subject. This study was carried out using two sample groups; one of which consisted of 16 test subjects who were exposed to the storytelling method and 16 who were instructed in a traditional learning environment. In this study the experimental research model was applied. The data derived from this research was collected using test measuring rates of success that were developed by the researcher himself. The researcher applied lesson plans and material prepared with careful regard for the anticipated targets related to students. Rates of progress set out for the experimental. A test was used for the analyses data acquired within the framework for the research. The finding of the research can be summarised as follows:1. The Data obtained from the pre-test and the concluding final test indicated that the storytelling method for the acquisition of vocabulary indeed hasn't had a positive effect on students' academic success. In other words, there was not a significant difference as regards the scores recorded on the pre-test and post-test for students in the experimental group. This result does not serve to support the hypothesis that the storytelling method has a more beneficial effect on the teaching of vocabulary than that derived from traditional methods. 2. The data from the post-test and the delayed post-test denionstrated that the storytelling method had significant effect on the retention of lexis. In other words; it was seen that the findings supported the hypotheses that“The use of the storytelling method and the teaching of vocabulary has a greater effect on lexis retention then that seen usingitraditional pedagogical methods.”XI
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