Yabancı dil öğretiminde dil bilgisi çeviri yöntemi ve iletişimci yaklaşım uygulamalarının öğrencilerin öğrenme becerileri üzerindeki etkisi
Yükleniyor...
Dosyalar
Tarih
2008
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, yabancı dil öğretiminde kullanılan dilbilgisi çeviri yöntemi ile iletişimci yaklaşımın, öğrencilerin öğrenme düzeyleri üzerindeki etkileri arasındaki farklılığı ortaya koymak amacıyla yapılmıştır. Araştırmada, öncelikle basılı kaynaklar taranmış, yabancı dil öğretiminde kullanılan yöntem ve yaklaşımlar hakkında bilgi verilmiş, sonrasında dilbilgisi çeviri yöntemi ile iletişimci yaklaşım üzerinde durulmuştur. Araştırmanın uygulama kısmı, 2007?2008 öğretim yılı ikinci döneminde Malatya Beydağı Abdulkadir Eriş Anadolu Lisesi'ndeki iki 10. sınıf üzerinde yürütülmüştür. Araştırmada denk olmayan kontrol gruplu ön-test son-test deneysel desen kullanılmıştır. Uygulamadan önce kırk soruluk bir test hazırlanarak, doksan öğrenciye verilmiş, madde analizinden sonra yirmibeş soruluk bir test elde edilmiştir. Bu test, deney ve kontrol gruplarına ön-test olarak verilmiştir. Ardından, İngilizce öğretim programından seçilen ?birinci tip ve ikinci tip şart cümleleri? konusu, kontrol grubuna dilbilgisi çeviri yöntemi ile deney grubuna iletişimci yaklaşımla sekiz ders saati süresince toplam iki hafta işlenmiştir. Bu sürecin sonunda öğrencilere son-test verilmiştir. Test ortalamaları arasındaki farkların anlamlı olup olmadığı; bağımlı ve bağımsız gruplar t testi ile analiz edilmiştir. Araştırma sonunda, iletişimci yaklaşımın kullanıldığı deney gurubu ile dilbilgisi çevri yönteminin kullanıldığı kontrol grubunun akademik başarı düzeylerinde deney grubunun lehine anlamlı bir farklılık görülmüştür.
This study is prepared to bring up the difference of the effects of grammar translation method and communicative approach which are used for foreign language teaching on students? learning levels. In the study, firstly, printed sources were scanned, information about the methods and approaches used to teach foreign language was given. Then, it was dwelt on grammar translation method and communicative approach. Practice process of the study was carried out on two 10th. Grade classes of Malatya Beydağı Abdulkadir Eriş Anatolian High School in the second semester of 2007?2008 academic year. Pretest- posttest experimental design with nonequivalent control group was used in the study. Before the practice, a test with 40 questions was given to 90 students of 10th. grade. After item analysis, a test with 25 questions was obtained. This test was given as pretest to the control group and experimental group. Afterwards, the subject ?the first and second type conditional sentences? chosen from English curriculum was taught to the control group with grammar translation group and it was taught to the experimental group with communicative approach during two weeks, totally 8 hours. At the end of this process, posttest was given to the groups. It was analysed with dependent and independent groups t test whether the differences between the test averages were meaningful or not. At the end of the practice, between the experimental and the control group students? pretest and posttest scores, a significant difference was found in favor of the experimental group in which communicative approach was used.
This study is prepared to bring up the difference of the effects of grammar translation method and communicative approach which are used for foreign language teaching on students? learning levels. In the study, firstly, printed sources were scanned, information about the methods and approaches used to teach foreign language was given. Then, it was dwelt on grammar translation method and communicative approach. Practice process of the study was carried out on two 10th. Grade classes of Malatya Beydağı Abdulkadir Eriş Anatolian High School in the second semester of 2007?2008 academic year. Pretest- posttest experimental design with nonequivalent control group was used in the study. Before the practice, a test with 40 questions was given to 90 students of 10th. grade. After item analysis, a test with 25 questions was obtained. This test was given as pretest to the control group and experimental group. Afterwards, the subject ?the first and second type conditional sentences? chosen from English curriculum was taught to the control group with grammar translation group and it was taught to the experimental group with communicative approach during two weeks, totally 8 hours. At the end of this process, posttest was given to the groups. It was analysed with dependent and independent groups t test whether the differences between the test averages were meaningful or not. At the end of the practice, between the experimental and the control group students? pretest and posttest scores, a significant difference was found in favor of the experimental group in which communicative approach was used.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Temizöz, H. (2008). Yabancı dil öğretiminde dil bilgisi çeviri yöntemi ve iletişimci yaklaşım uygulamalarının öğrencilerin öğrenme becerileri üzerindeki etkisi. Yayımlanmış yüksek lisans tezi, İnönü Üniversitesi, Malatya.
