Author :
Abstract
Bu çalışma, sınıf içi serbest okuma saatlerinin, akıcı okuma ve okuduğunu anlama becerileri üzerine etkilerini bulmayı amaçlamıştır. Çalışma kapsamında, “pre-intermediate” seviyesindeki 32 katılımcı ile 8 haftalık bir deney yürütülmüştür. Katılımcılardan kendi ilgi ve seviyelerine uygun okuma kitapları seçmeleri istenmiş ve her hafta 1 ders saati bu kitapların okunması için ayrılmıştır. Deneyin hem başlangıcı hem de sonunda öğrencilerin akıcılıklarını ve anlama becerilerini ölçmek için seviyelerine uygun okuma parçaları verilmiştir. Akıcılığı test etmek için kelime sayma yöntemi kullanılırken, okuduklarını ne kadar anladıklarını görmek içinse parçayla ilgili kavrama soruları sorulmuştur. 8 haftanın sonunda, elde edilen verileri karşılaştırmak için “Tekrarlı Ölçümler t testi” uygulanmış ve sonuçların anlamlı olduğu, diğer bir ifadeyle serbest okuma saatlerinin öğrencilerin akıcı okuma ve okuduklarını anlama becerileri üzerinde olumlu etkisi olduğu görülmüştür. Aynı zamanda yapılan “Pearson Korelasyon” analizi sonuçları da akıcı okuma ile okuduğunu anlama becerileri arasında pozitif bir ilişki olduğunu göstermiştir.
Keywords
Abstract
This study aimed at finding the effects of extensive reading on students’ reading fluency and comprehension. For this study, with the participation of 32 pre-intermediate level university prep students, a-8-week experiment was conducted. During the experiment, the researcher asked the participants to read graded readers which were chosen by them according to their interest and level of proficiency. Every week, the students were given a separate lesson hour to do the extensive reading. Both at the outset and end of the experiment, a reading passage was given to the participants to test their comprehension and fluency. In order to test fluency “word counting” was preferred, and some comprehension questions were used to see how much they understood from what they read. At the end of the experiment, the results of two trials were compared by utilizing repeated measures t-tests, and the difference between them was found to be statistically significant. In other words, the results of this study revealed that extensive reading practice was helpful to improve L2 readers’ reading fluency. Furthermore, in order to see the relationship between fluency and comprehension, Pearson correlation analysis was conducted and a strong relationship between these variables was also reported.
Keywords
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