Araştırma Makalesi
BibTex RIS Kaynak Göster

Making Meaning and Not Just Sounds in Reading

Yıl 2017, Cilt: 3 Sayı: 2, 93 - 100, 27.12.2017

Öz

The
purpose of this study in order to obtain efficacious material to try and answer
my research question I have chosen to use the protocol analysis and verbal
reports on thinking as a research method. This research generates verbal
reports of thought sequences as a source of data about thinking. The relevance
of this investigation in my own professional practice is of great importance as
the school I work in has a vast majority of students whom are non-native
English speakers and therefore the issue in reading without comprehension has
arisen many times over the years. According to the findings, although the
research was small scale the results have overall been very satisfying. The
student reached understanding through various models. First by understanding
through performance as he was able to think and act flexibly with what he knew
(Perkins p.42) and therefore recognize the word night on the flash card.
Moreover, by following the constructive model of understanding, the student was
able” to construct and perfect his own performance through problem solving.
recognizing….’what sounds right’ he has a target against which he can measure
and evaluate his own performance” (Wood, p136). Wood’s description of the
student’s meaning construction has similarities with Piaget’s theory of assimilation
and accommodation where by assimilation the student uses the external
environment, in this case the teacher and flash cards, to increase his previous
knowledge (Piaget, 2013). As a result, the importance of the teacher’s role in
being a facilitator for the student through this process towards understanding,
because as stated by Wells, ” children are born with a drive to make sense of
the world. They are active seekers of meaning” (1986,Wells cited in Arizona
Department of Education, 1990, p.7) and we as teacher have the responsibility
to insure students have all the necessary 
tools to be able to understand and make sense of this world.

Kaynakça

  • Arizona Department of Education, Bilingual Unit, (1990), Strategies for Teaching Limited English Proficient Students
  • Banković, I., Sociocultural theory and Second Language Acquisition.
  • Barnes, D. (1992) The Role of Talk in Learning. In: Norman, K. (Ed.) Thinking Voices. London: Hodder and Stoughton.
  • Brown, G.A. and Wragg, E.C., 2003. Questioning in the Secondary School. Routledge.
  • Ericsson, K. A. (2002) Protocol Analysis and Verbal Reports on Thinking [online]. Available at: http://www.psy.fsu.edu/faculty/ericsson/ericsson.proto.thnk.html [accessed April 2017].
  • Gardner, R.C. and Lambert, W.E., 1972. Attitudes and Motivation in Second-Language Learning.
  • Koschmann, T. (1999) Towards a Dialogic Theory of Learning: Bakhtin's Contribution to Understanding Learning in Settings of Collaboration. In: CSCL Proceedings of the 1999 Conference on Computer Support for Collaborative Learning. Article No. 38. International Society of the Learning Sciences. Available at: http://www.gerrystahl.net/proceedings/cscl1999/A38/A38.HTM [accessed March 2017].
  • Maslow, A. (1943) A Theory of Human Motivation. Psychological Review 50(4): 370-396. Available at:hhtp://ovidsp.tx.ovid.com/sp3.12.0b/ovidweb.cgi?&S=BJPNFPMKAFDDFJLMNCMKJBIBCGDOAA00&PDFLink=B% 7cS.sh.22.23.26.29%7c2&WebLinkReturn=TOC%3dS.sh.22.23.26.29%7c2%7c%26FORMAT%3dtoc%26FIELDS%3dTOC [accessed 7 May 2017].
  • Paris, S.G. and Hamilton, E.E., 2009. The development of children’s reading comprehension. Handbook of research on reading comprehension, 1, pp.32-53.
  • Perkins, D. (1997) What Is Understanding? In: Wiske, M. S. (Ed.) Teaching for Understanding: Linking Research with Practice. San Francisco, CA: Jossey-Bass.
  • Piaget, J., 2013. The construction of reality in the child (Vol. 82). Routledge.
  • Scott, D. and Usher, R. (2010) Researching Education : Data, Methods and Theory in Educational Enquiry [online]. 2nd ed. London: Continuum International Publishing. Available at: http://site.ebrary.com/lib/uon/detail. action?docID=10438515 [accessed April 2017].
  • Swann, J. (1994) Observing and Recording Talk in Educational Settings. In: Graddol, D., Maybin, J. and Stierer, B. (eds.) Researching Language and Literacy in Social Context. Clevedon: Open University Press.
  • Watts-Taffe, S. and Truscott, D.M., 2000. Focus on research: Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77(3), pp.258-265.
  • Wiske, M.S. (1997). Teaching for Understanding: Linking Research with Practice. San Francisco, Jossey-Bass Publisher
  • Wood, D. (1988) How Children Think and Learn. Oxford: Blackwell. www.IBO.org [Accessed April 2017]
  • Zolt´n Dörnyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117135- doi:10.1017/S026144480001315X
Yıl 2017, Cilt: 3 Sayı: 2, 93 - 100, 27.12.2017

Öz

Kaynakça

  • Arizona Department of Education, Bilingual Unit, (1990), Strategies for Teaching Limited English Proficient Students
  • Banković, I., Sociocultural theory and Second Language Acquisition.
  • Barnes, D. (1992) The Role of Talk in Learning. In: Norman, K. (Ed.) Thinking Voices. London: Hodder and Stoughton.
  • Brown, G.A. and Wragg, E.C., 2003. Questioning in the Secondary School. Routledge.
  • Ericsson, K. A. (2002) Protocol Analysis and Verbal Reports on Thinking [online]. Available at: http://www.psy.fsu.edu/faculty/ericsson/ericsson.proto.thnk.html [accessed April 2017].
  • Gardner, R.C. and Lambert, W.E., 1972. Attitudes and Motivation in Second-Language Learning.
  • Koschmann, T. (1999) Towards a Dialogic Theory of Learning: Bakhtin's Contribution to Understanding Learning in Settings of Collaboration. In: CSCL Proceedings of the 1999 Conference on Computer Support for Collaborative Learning. Article No. 38. International Society of the Learning Sciences. Available at: http://www.gerrystahl.net/proceedings/cscl1999/A38/A38.HTM [accessed March 2017].
  • Maslow, A. (1943) A Theory of Human Motivation. Psychological Review 50(4): 370-396. Available at:hhtp://ovidsp.tx.ovid.com/sp3.12.0b/ovidweb.cgi?&S=BJPNFPMKAFDDFJLMNCMKJBIBCGDOAA00&PDFLink=B% 7cS.sh.22.23.26.29%7c2&WebLinkReturn=TOC%3dS.sh.22.23.26.29%7c2%7c%26FORMAT%3dtoc%26FIELDS%3dTOC [accessed 7 May 2017].
  • Paris, S.G. and Hamilton, E.E., 2009. The development of children’s reading comprehension. Handbook of research on reading comprehension, 1, pp.32-53.
  • Perkins, D. (1997) What Is Understanding? In: Wiske, M. S. (Ed.) Teaching for Understanding: Linking Research with Practice. San Francisco, CA: Jossey-Bass.
  • Piaget, J., 2013. The construction of reality in the child (Vol. 82). Routledge.
  • Scott, D. and Usher, R. (2010) Researching Education : Data, Methods and Theory in Educational Enquiry [online]. 2nd ed. London: Continuum International Publishing. Available at: http://site.ebrary.com/lib/uon/detail. action?docID=10438515 [accessed April 2017].
  • Swann, J. (1994) Observing and Recording Talk in Educational Settings. In: Graddol, D., Maybin, J. and Stierer, B. (eds.) Researching Language and Literacy in Social Context. Clevedon: Open University Press.
  • Watts-Taffe, S. and Truscott, D.M., 2000. Focus on research: Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77(3), pp.258-265.
  • Wiske, M.S. (1997). Teaching for Understanding: Linking Research with Practice. San Francisco, Jossey-Bass Publisher
  • Wood, D. (1988) How Children Think and Learn. Oxford: Blackwell. www.IBO.org [Accessed April 2017]
  • Zolt´n Dörnyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117135- doi:10.1017/S026144480001315X
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma
Yazarlar

Athena Tılıacos

Yayımlanma Tarihi 27 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 3 Sayı: 2

Kaynak Göster

APA Tılıacos, A. (2017). Making Meaning and Not Just Sounds in Reading. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 3(2), 93-100.
AMA Tılıacos A. Making Meaning and Not Just Sounds in Reading. UGEAD - IntJCES. Aralık 2017;3(2):93-100.
Chicago Tılıacos, Athena. “Making Meaning and Not Just Sounds in Reading”. Uluslararası Güncel Eğitim Araştırmaları Dergisi 3, sy. 2 (Aralık 2017): 93-100.
EndNote Tılıacos A (01 Aralık 2017) Making Meaning and Not Just Sounds in Reading. Uluslararası Güncel Eğitim Araştırmaları Dergisi 3 2 93–100.
IEEE A. Tılıacos, “Making Meaning and Not Just Sounds in Reading”, UGEAD - IntJCES, c. 3, sy. 2, ss. 93–100, 2017.
ISNAD Tılıacos, Athena. “Making Meaning and Not Just Sounds in Reading”. Uluslararası Güncel Eğitim Araştırmaları Dergisi 3/2 (Aralık 2017), 93-100.
JAMA Tılıacos A. Making Meaning and Not Just Sounds in Reading. UGEAD - IntJCES. 2017;3:93–100.
MLA Tılıacos, Athena. “Making Meaning and Not Just Sounds in Reading”. Uluslararası Güncel Eğitim Araştırmaları Dergisi, c. 3, sy. 2, 2017, ss. 93-100.
Vancouver Tılıacos A. Making Meaning and Not Just Sounds in Reading. UGEAD - IntJCES. 2017;3(2):93-100.