Author :
Abstract
Bu makale Çukurova Üniversitesinde yapılmış olan “Türkiye’de İngilizce Öğretmenliği Hazırlık Sınıflarında Kaynak Kültürü Kullanarak Okuma Becerisindeki Öz Etkililiğin Artırılması” başlıklı daha geniş bir yüksek lisans çalışmasının bir parçasıdır. İngilizceyi yabancı dil olarak öğrenen sınıflarda hedef dil kültürünün öğretimi ile ilgili pek çok çalışma yapılmıştır. Ancak yabancı dil öğretiminde kaynak kültürün yeriyle ilgili araştırma sayısı yetersizdir. Bu çalışmada, hedef dilde yapılan okuma metinlerine kaynak kültürle ilgili konu ve öğelerin eklenmesi halinde, konuya aşina olunduğundan bunun yabancı dil öğrenimine katkıda bulunacağına inanılmaktadır. Dolayısıyla bu çalışmanın amacı, hedef dilde okunan metinlerde kaynak kültüre yer verilmesinin okuma becerisini ve okuma becerisi notlarını etkileyip etkilemediğini ortaya çıkarmaktır. Okuma becerisinin özellikle seçilmesindeki sebep, İngilizce öğrenen öğrencilerin hedef dile daha çok okuma aracılığıyla maruz kalmalarıdır. Çalışma, Çukurova Üniversitesi Yabancı Diller Yüksek Okulu’nda, biri kontrol biri deney grubu olmak üzere iki üçüncü düzey sınıfla yapılmış, on hafta sürmüş ve öğretmen günlüğü, öğrenci yazılı ve sözlü dönütleri (geri bildirimleri), kullanılmış, ayrıca öğrencilerin ilk akademik dönem boyunca okuma becerisi bölümlerinden aldıkları sınav notları da incelenmiştir. Nitel sonuçlara göre katılımcıların çoğu İngilizce okuma metinlerinin Türk kültürü öğelerini ve konularını içermesinden çok hoşlanmış ve konular aşina olduğundan bilinmeyen İngilizce kelimeleri daha kolay tahmin etmiştir. Ayrıca kendi kültürleri ile ilgili bilgileri artmış ve bu da öğrencilerin çok kültürlü bağlamlarda kendi kültürlerini paylaşabilecek hale gelmelerine olanak sağlamıştır.
Keywords
Abstract
This article is one part of a larger master thesis titled “Increasing Self-Efficacy in Reading Skill through use of Native Culture in Turkish ELT Prep Classes” conducted at Çukurova University. There have been many studies into the teaching of target culture in EFL classes; however, little has been done into the place of native culture in foreign language teaching. It is believed that incorporating the native culture into reading in the target language may provide familiarity with the topic and contribute to foreign language learning. Therefore, the aim of this study is to discover whether reading about the native culture in the target language may affect students’ reading skill and their reading marks or not. Reading was significantly chosen because the students are exposed to the target language in EFL classes mostly through reading. The study was carried out for ten weeks with two Level 3 ELT prep classes, one experimental and one control group, at Foreign Languages Centre, Çukurova University, Adana using teacher diary, student minute papers, student oral feedback, and comparison of reading average marks. The qualitative results indicated that the topics about the native culture appealed to the majority of the participants, made vocabulary guessing easier and increased their knowledge about their own culture, permitting them to be able to share it in multicultural contexts.
Keywords
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