VAKA ÇALIŞMASI: DUYUŞSAL VEYA BİLİŞSEL FAKTÖRLER İNGİLİZ DİLİ EĞİTİMİ ÖĞRENCİLERİNİN DERS DIŞI OKUMALARI ÜZERİNDE ETKİLİ Mİ?
Author :
Abstract
Okuma, İngiliz Dili Eğitimi araştırmacılarının sürekli ilgilendikleri bir konudur. Yabancı Dili İngilizce olarak öğrenen öğrencilerin amacı hem akademik konular hem de sosyo-kültürel ortamlarda kayda değer miktarda bilgi elde etmektir. Ne var ki, İngilizce Öğretmenliği bölümlerinde okuyan öğrenciler ders dışı okuma yapmanın onların belli başlı dil becerileri kazanmalarına tartışmasız bir şekilde katkıda bulunacağını bilseler de genellikle ders dışı okuma faaliyetlerinde yer almazlar. Okuma üzerine öğrencileri motive eden ve motive etmeyen bazı deneysel çalışmalar bulunmaktadır. Ancak ders dışı okumalarda duyuşsal mı yoksa bilişsel faktörlerin mi öğrencilerin motivasyonları üzerinde etkili olup olmadığı konusunda oldukça sınırlı sayıda araştırma bulunmaktadır. Bu nedenle, bu çalışmada ilk önce ders dışı okuma ve motivasyon ile ilgili literatür yabancı dil ve ikinci yabancı dil bağlamında incelenmiştir. Daha sonra ise, Balıkesir Üniversitesi, İngiliz Dili Öğretmenliği bölümünde okuyan 25 öğrenciyi kapsayan bir vaka çalışması yapılmıştır. Öğrencilerden İleri Okuma ve Yazma I dersinin bir parçası olarak İngiliz Edebiyatının klasik eserlerini kapsayan bir edebi eseri seçip ders dışı okuma yaparak üç ile beş ay arasında bitirmeleri istenmiştir. Çalışmanın sonucunda boş zamanlarında öğrencilerin yaygın bir şekilde bilgisayar ve cep telefonu kullanmayı seçmelerinden dolayı motive olamadıkları ortaya çıkmıştır. Çalışma aynı zamanda Facebook, WhatsApp, twitter, snap chat, messenger, line ve diğer birçok on-line uygulamayı kapsayan dijital dünyanın ders dışı okumada ciddi bir engel oluşturduğunu ortaya çıkarmakla birlikte İngiliz Dili Eğitimi öğrencilerinin kendileri için gerekli olan ders kitapları dışında yok denecek kadar az ders dışı okuma yaptıkları sonucuna varmıştır.
Keywords
Abstract
Reading has always been at the very focus of researchers of English Language Teaching (ELT). The purpose of learners of English as a Foreign Language Learning (EFLL) is to acquire a considerable amount of knowledge both in academic subjects and socio-cultural settings. However, EFL learners do not engage themselves in reading activities outside class hours even though they unquestionably comprehend that extensive reading (ER) allows them to acquire certain language skills. Some experimental studies on motivating and demotivating factors on reading have been conducted. Yet, there have been very limited qualitative researches on whether affective or cognitive factors affect motivation and demotivation on ER. Thus, this paper firstly explores the literature related to ER and motivation in conjunction with second/foreign language learning. Then a case study was conducted to 25 EFL learners at the department of English Language Teaching, Balıkesir University, Turkey. The learners participating in ER project as a part of Advanced Reading I Course were asked to read any classical works of English literature over three to five months. The result of the study indicated that learners are demotivated since they commonly preferred either their computers or mobile phones to ER. The result also indicated that social media of the digital world, which covers a wide range of online applications such as Facebook, WhatsApp, twitter, snap chat, messenger, line and etc., constitutes a serious impediment to ER. The study specifically concluded that EFL learners do little ER in English language that goes beyond their required course textbooks.
Keywords
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