İNGİLİZCE’NİN YABANCI DİL OLARAK ÖĞRETİLDİĞİ DİL SINIFLARINDA ROMAN İNCELEME YOLUYLA ELEŞTİREL DÜŞÜNCE BECERİLERİNİN GELİŞTİRİLMESİ
Author :
Abstract
Eleştirel düşünce, bireylerin fikirlerini analiz etme, değerlendirme ve açıklama becerilerini geliştiren, dolayısıyla bakış açılarını genişleten bir kavramdır. İngilizceyi yabancı dil olarak öğrenen öğrencilerin eleştirel düşüncelerini geliştirmeleri konusunda edebiyat eserleri yararlı bir araçtır çünkü eserlerin incelenme süreci bu yetiyi doğal olarak geliştirmektedir. Bu çalışma roman inceleme yöntemiyle, öğrencilerin eleştirel düşünme becerilerini geliştirme süreçlerini incelemektir. Edebi tür olarak romanın seçilmesinin en önemli sebebi ise eleştirel düşünmeyi geliştirme konusunda roman incelemesine yeteri kadar ağırlık verilmemesidir. Çalışma de karma bir yöntem izlenmiştir. İlk aşamada, İngilizce öğretmen adaylarının eleştirel düşünme becerileri, uygulamanın başında ve sonunda CAAP testi ile ölçülmüştür. İkinci aşamada, sadece gönüllü olan öğrencilerle mülakatlar gerçekleştirilmiştir. 14 haftalık, öğrenci sunumları ile desteklenen, bir müfredat yoluyla bu becerilerinin geliştirilmesi hedeflenmiştir. Bu süreçte, içerik odaklı öğrenme yaklaşımı tercih edilmiş ve öğrencilerin hem dil becerilerinin hem de eleştirel düşünme yetilerinin geliştirilmesi hedeflenmiştir.
Keywords
Abstract
Critical thinking is an intellectual concept that encourages individuals to analyze, evaluate and explain through interpreting ideas from a broader perspective. So as to encourage critical thinking among EFL (English as a Foreign Language) students, literary texts, can be a beneficial tool. This article aimed at paving the ways to make students achieve critical thinking skills through reading novels. The main purpose of choosing novels to establish critical thinking skills in students is that literature has been looked at as an object of study and this field was little treated as an applied field in the other aspects of language learning, especially critical thinking. In this study a mixed research design is followed. First, CAAP Critical Thinking Test is conducted to pre-service English teachers before and after the treatment. In the second phase, follow-up qualitative interviews are conducted with the volunteers only. In addition, a special course design is developed for their presentations during a 14 week period. As literature fosters the development of critical thinking skills, content-based instruction has been suggested by the researchers as an effective way to develop both critical thinking and language learning skills of the students.
Keywords
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