STRATEJİ-TEMELLİ EĞİTİM: YETİŞKİN YABANCI DİL ÖĞRENİCİLERİNİN KONUŞMA BECERİLERİNİN GELİŞTİRİLMESİ İÇIN BİR YÖNTEM
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Abstract
Konuşma becerisinin dil öğreniminin en önemli unsuru olduğu iddia edilmektedir. Bu iddia, iyi bir sözlü üretimin iyi bir dil öğrenimiyle aynı anlama geldiği varsayımıyla desteklenmektedir. Motivasyon seviyesi, sınıfta kullanılan materyaller, öğrencilerin öğrenim gördükleri ortamdaki atmosfer, İngilizce pratik yapma adına sahip oldukları fırsatlar gibi faktörlerin etkisinde kalan konuşma becerisi, bu çalışmanın esas ilgi alanını oluşturmaktadır. Yabancı Dil olarak İngilizce öğrenen yetişkin Türk öğrencilerinin konuşma becerileri söz konusu olduğunda, karşılaşılan ortak hususlardan bir tanesi bu öğrencilerin konuşma esnasında yaşadıkları zorluklardır. Yaşları 18 ile 21 arasında değişen 72 üniversite hazırlık sınıfı öğrencisiyle yürütülen bu çalışma, dört ay süre ile konuşma becerisiyle ilişkili strateji eğitimine tabi tutulmuş denek grubundaki öğrencilerin (N=37) konuşma becerilerindeki ilerlemeyi gözlemlemiş ve denek grubuna ait olan veriyi strateji eğitimi verilmemiş kontrol grubuna (35) ait veri ile kıyaslamıştır. Bu çalışmadaki veri, konuşma stratejileri anketi, konuşma testi, yarı-yapılandırılmış görüşme, araştırmacı günlüğü ve öğrencilerden strateji eğitiminin verildiği her dersin son beş dakikasında toplanılan, içerisinde strateji eğitimiyle alakalı kısa değerlendirmelerinin bulunduğu notlar aracılığı ile toplanmıştır. Niteliksel ve niceliksel verilerden elde edilen bulgular, eğitim verilen gruptaki öğrencilerin kontrol gruplardakiler ile karşılaştırıldığında konuşma becerilerinde önemli bir ilerleme kaydettikleri ortaya koymuştur.
Keywords
Abstract
Speaking skill has been claimed to be at the core of language learning. The claim has been expanded with the assumption that aptitude for accomplishing successful oral production is the equivalence of successful language learning. Many factors such as motivation level, methods and materials used in the classroom, atmosphere of the setting where learners are taught, the amount of chances for practicing target language can be mentioned among the broad range of factors exerting influence on speaking skill. One of the compromised conceptions about the proficiency of Turkish adult EFL Learners regarding their speaking skill is upon the entanglements encountered by them in due course of oral communication. Thus, this study which was conducted on 72 university prep-class students whose age rank differed between 18-21 years monitored the progress in the speaking skill of the experimental group (N=37) exposed to strategy training relevant to speaking for four months and compared the collected data with the data of the group (N=35) not trained specifically on language learning strategies. Speaking strategies questionnaire, speaking test, semi-structured interview, researcher’s diary, and minute papers were the instruments utilized in order for data collection. Findings obtained from the qualitative and quantitative data showed that the students in the training group made a meaningful improvement in their speaking skills as compared to those in the comparison group.
Keywords
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