Yabancı dil öğretiminde yazınsal bir tür olarak öykünün önemi
The Role of literary texts (short stories) in foreign language teaching
- Tez No: 62621
- Danışmanlar: DOÇ. DR. SEDAT SEVER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1997
- Dil: Türkçe
- Üniversite: Ankara Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Yabancı Dil Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 153
Özet
2-İkinci denence ile grupların yazılı anlatım becerisi erişi düzeyleri yoklanmıştır. Sonuçta, yabancı dil öğretiminde, yazınsal metinler (öykü) de kullanılarak öğretim yapılan grubun yazılı anlatım becerisinin öğretimde yazınsal metinlerin (öykünün) kullanılmadığı grubun yazılı anlatım becerisi ile hemen hemen aynı derecede geliştiği saptanmıştır. 3-Üçüncü denence ile grupların okuduğunu anlama ve yazılı anlatım becerileri“toplam”erişi ortalamaları yoklanmıştır. Sonuçta, yabancı dil öğretiminde, öğrencilere okuduğunu anlama ve yazılı anlatan becerilerim bütünleyen davranışların kazandırılmasında yazınsal metinlerin (öykünün) kullanıldığı öğretimin yazınsal metinlerin (öykünün) kullanılmadığı öğretime göre daha etkili olduğu saptanmıştır. Araştırmanın sonunda, sınanan denenceler yorumlanmış, araştırmanın ortaya koyduğu bulgular ışığında yargılarda bulunulmuş ve yabancı dil (İngilizce) öğretiminin daha etkili bir şekilde yapılabilmesini sağlayacağı sanılan önerilerde bulunulmuştur. 372-In the second hypothesis, writing skills of the subjects in both groups were tested. The results of the“t”test administered to both scores suggested that writing skills of the subjects in both groups developed at the same level. 3-In the third hypothesis, reading and writing skills (total) of the subjects in both groups were tested. As a result of the“t”test administered to the scores of the groups it was concluded that literary texts (short stories) facilitated foreign language learning and had a significant role in the total development of the reading and writing skills of the students learning a foreign language (English). At the end of the study, some suggestions were made with regard to using literary texts (short stories) for the language enrichment and for the improvement of reading and writing skills in foreign language learning. 402-İkinci denence ile grupların yazılı anlatım becerisi erişi düzeyleri yoklanmıştır. Sonuçta, yabancı dil öğretiminde, yazınsal metinler (öykü) de kullanılarak öğretim yapılan grubun yazılı anlatım becerisinin öğretimde yazınsal metinlerin (öykünün) kullanılmadığı grubun yazılı anlatım becerisi ile hemen hemen aynı derecede geliştiği saptanmıştır. 3-Üçüncü denence ile grupların okuduğunu anlama ve yazılı anlatım becerileri“toplam”erişi ortalamaları yoklanmıştır. Sonuçta, yabancı dil öğretiminde, öğrencilere okuduğunu anlama ve yazılı anlatan becerilerim bütünleyen davranışların kazandırılmasında yazınsal metinlerin (öykünün) kullanıldığı öğretimin yazınsal metinlerin (öykünün) kullanılmadığı öğretime göre daha etkili olduğu saptanmıştır. Araştırmanın sonunda, sınanan denenceler yorumlanmış, araştırmanın ortaya koyduğu bulgular ışığında yargılarda bulunulmuş ve yabancı dil (İngilizce) öğretiminin daha etkili bir şekilde yapılabilmesini sağlayacağı sanılan önerilerde bulunulmuştur. 37
Özet (Çeviri)
2-In the second hypothesis, writing skills of the subjects in both groups were tested. The results of the“t”test administered to both scores suggested that writing skills of the subjects in both groups developed at the same level. 3-In the third hypothesis, reading and writing skills (total) of the subjects in both groups were tested. As a result of the“t”test administered to the scores of the groups it was concluded that literary texts (short stories) facilitated foreign language learning and had a significant role in the total development of the reading and writing skills of the students learning a foreign language (English). At the end of the study, some suggestions were made with regard to using literary texts (short stories) for the language enrichment and for the improvement of reading and writing skills in foreign language learning. 40After that, the researcher gave the test its last form which was later on administered to groups in the phases of pre-test and post-test (Appendix 1). With regard to the testing of the students' writing skills, the students were asked to write compositions. The composition papers were carefully evaluated by three English teachers working in Ankara University Language Teaching Center (TOMER). During the evaluation of the papers the criteria prepared by Sedat Sever was taken into consideration. The study was conducted with two groups of secondary school students of the seventh and eighth grades who enrolled in English courses at Ankara University Language Teaching Center (TOMER) in the first semester (during 16 weeks) of 1996-1997 school year. In each group the number of students was 1 1 and the teachers of both groups had the same qualities in terms of experience, sex and educational background. Furthermore, both groups were affected by some physical conditions such as light, noise and heat in the same way. At the beginning of this experimental study, subjects in both groups were given the same reading comprehension test (Appendix 1) and were asked to write about the same composition topic (Appendix 2). After that, in order to evaluate the pre-test scores in reading and writing“t”test was administered and when both groups were found to be at the same level one of them was randomly chosen as the focal group. During the study, while the subjects of the focal group read some literary texts (short stories) as well as some other reading comprehension passages, the subjects of the other group were not provided with any literary texts. At the end of the study to find out the difference between the mean scores of the groups and the score of each group at the beginning and at the end of the research“t”test was administered. The alpha level chosen to test the hypotheses was 0.05. In the light of the findings of the research, the hypotheses can be summed up as follows: 1-In the first hypothesis, reading skills of the subjects in both groups were tested. The results of the“t”test administered to both scores suggested that using literary texts (short stories) as well as other reading comprehension passages had a significant role in the development of the reading skills of the students learning a foreign language (English). 392-In the second hypothesis, writing skills of the subjects in both groups were tested. The results of the“t”test administered to both scores suggested that writing skills of the subjects in both groups developed at the same level. 3-In the third hypothesis, reading and writing skills (total) of the subjects in both groups were tested. As a result of the“t”test administered to the scores of the groups it was concluded that literary texts (short stories) facilitated foreign language learning and had a significant role in the total development of the reading and writing skills of the students learning a foreign language (English). At the end of the study, some suggestions were made with regard to using literary texts (short stories) for the language enrichment and for the improvement of reading and writing skills in foreign language learning. 40
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