Grammer instruction in the discrete skills and the integrated skills programs at Osmangazi University
Osmangazi Üniversitesi'nde dil becerilerinin ayrı öğretildiği ve birleştirildiği iki değişik programda gamer öğretimi
- Tez No: 64452
- Danışmanlar: DR. TEJ SHRESTA
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Linguistics and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1997
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 150
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Özet (Çeviri)
ABSTRACT Title: Author: Thesis Chairperson: Committee Members: Grammar Instruction in the Discrete Skills and Integrated Skills Programs at Osmangazi University Nurcan Parlakyıldız Dr. Bena Gül Peker Bilkent University, MA TEFL Program Dr. Patricia Sullivan Dr. Tej Shresta Bilkent University, MA TEFL Program The concern of this thesis was to identify the differences and similarities in grammar instruction in a discrete skills program (DSP) in which grammar is taught separately and an integrated skills program (ISP) in which grammar is taught an integrated manner. This comparative study was conducted at the Department of Basic English that provides a one year intensive English program at Osmangazi University Eskişehir, Turkey. The English program in 1996-1997 switched from being a DSP to an ISP. The subjects were 13 English v instructors, ten of whom taught grammar in both the DSP and ISP, and three instructors only in the ISP. Data were collected through the analysis of the curriculum documents and textbook activities, administration of questionnaires observation of classroom presentations. These data were analyzed and compared in terms of means percentages.The results of the study revealed that grammar instruction has both differences and similarities in curriculum design, instructional materials and textbook activities, and grammar teaching procedures in terms of the presentation, practice, correction and evaluation stages in the DSP and ISP. The analysis of the curriculum documents revealed that grammar is regarded as crucial in the DSP while communicative skills are essential in addition to structural proficiency in formal statements of objectives in the ISP. These objectives are realized through a grammatical/structural syllabus in the DSP and a topical syllabus in the ISP. Grammar testing is carried out through discrete point examinations in both the DSP and ISP. Various kinds of drills and pattern-practice exercises are used in the DSP while only multiple-choice questions are used in the ISP. The textbook analysis showed that the DSP and ISP textbooks are different in material design format. The DSP textbook is designed in a linear shape while the ISP textbook is designed in a topical, linear and cyclic formats together. The analysis of textbook activities revealed that mechanical drills are preferred by the DSP while communicative drills are mostly used in the ISP in addition to mechanical drills. Isolated sentences are used in the DSP while contextualized exercises are used in the ISP for grammar practice. The analysis of the procedure of grammar teaching revealed both differences and similarities. In the presentation stage, the native language was favored by the DSP instructors and the target language was preferred by the ISP instructors. The DSP instructors taught grammar deductively while the ISP instructors taught grammarinductively. Another difference found in instructional materials was that textbooks were used in the DSP, but various kinds of materials were used in the ISP in the presentation and practice stages. Both DSP and ISP instructors revised the known grammatical rules while explaining a new teaching point. The results of the study also revealed that isolated sentences are used in the DSP whereas contextualization and authenticity of the tasks were the two characteristics of the practice stage in the ISP. Errors in grammar were usually corrected by the DSP instructors immediately and directly whereas the ISP instructors usually preferred immediate and indirect correction in class. 'Teacher correction' is mainly used in both DSP and ISP. In the ISP, peer and self correction were also encouraged by the instructors. Mid-terms were the major evaluation techniques used as formal testing to get feedback in the DSP and ISP. Another similarity was that grammar was evaluated through discrete point examinations in both programs.
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