Author :
Abstract
Çalışma orta okul öğrencilerinin sıfat+isim eşdizimliliğini edinmesinde tümden gelim (açık) ve tüme varım (örtük) öğretim yöntemlerinin etkisini araştırmaktadır. Kontrol ve deneysel olmak üzere iki gruba ayrılan öğrenciler altı hafta süreyle sıfat-isim eğitimine tabi tutulmuşlardır. Ön test, son test ve gecikmeli son testlerden Friedman ve Mann-Whitney U istatistik testleri kullanılarak grup içi ve gruplar arası karşılaştırmalardan elde edilen sonuçlar, tümden gelim (açık) öğretim alan öğrenicilerin hedef eşdizim örgülerini öğrenmede ve hafızalarında tutmada tüme varım (örtük) eğitim alanlara göre çok daha iyi olduklarını ortaya koymuştur.
Keywords
Abstract
This study explores the effect of deductive (explicit) and inductive (inductive) instruction on the acquisition of English adjective+noun collocation by lower secondary school Turkish students, grouped as comparison and experimental, subjected to a nine-week instructional intervention. The results revealed that the learners exposed to the deductive instruction were far better at learning and retaining the target collocation patterns, as indicated by the comparisons of within- and between-group differences based on the pre-test, post-test, and delayed post-test results, using Friedman and Mann-Whitney U tests.
Keywords
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