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THE CRITICAL VIEW ON THE USE OF GRADED READERS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Yıl 2019, Cilt: 14 Sayı: 1, 215 - 244, 30.04.2019
https://doi.org/10.17550/akademikincelemeler.449127

Öz

Kaynakça

  • Austen, J. (1811). Sense and sensibility. The Project Gutenberg, eBook. Erişim Kaynağı: http://www.loyalbooks.com/download/pdf/Sense-and-Sensibility-by-Jane-Austen.pdf
  • Austen, J. (1811). Sense and sensibility. Adapted by Cowan, A. (2005). (Level 3). Italy: Pearson/Lang Edizioni.
  • Bakeer, A. (2011). Graded reading and its effect on enhancing students’ vocabulary and improving performance in writing. Journal of Al-Quds Open University for Research and Studies, 22, 9-26.
  • Bamford, J. (1984). Extensive reading by means of graded readers. Reading in a Foreign Language, 2, 218-260.
  • Claridge, G. (2005). Simplification in graded readers: Measuring the authenticity of graded texts. Reading in Foreign Language, 17(2), 144-158.
  • Cobb, T. (2008). What the reading rate research does not show: Response to McQuillan & Krashen. Language Learning & Technology, 12(1), 109-114.
  • Cole, J. (2003). What motivates students to read? Four literarcy personalities. The Reading Teacher, 56(4), 326-336.
  • Cripwell, K. ve Foley, J. (1984). The grading of extensive readers. World Language English, 3, 168-173.
  • Ferrer, E. ve Staley, K. (2016). Designing an EFL reading program to promote literacy skills, critical thinking, and creativity. The CATESOL Journal, 28(2), 79-104.
  • Hafiz, F. M. ve Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.
  • Hill, D. (1997). Graded readers. ELT Journal, 51(1), 57-79.
  • Hill, D. (2001). Survey: Graded readers. ELT Journal, 53(3), 300-324.
  • Hill, D. (2008). Graded readers in English. ELT Journal, 62(2), 184-204.
  • Honeyfield, J. (1977). Simplification. Tesol Quarterly, 11(4), 431-440.
  • Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61, 355-382.
  • Howatt, A. P. R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
  • Milli Eğitim Bakanlığı, Tebliğler Dergisi (2003). Duyurular (Yayın No. 2555). Erişim adresi: http://tebligler.meb.gov.tr/index.php/tuem-sayilar
  • Nakamura, S. (2018). Effects and impact of extensive reading in Japanese University English for general purpose. Studies in Self-Accesse Learning Journal, 9(1), 3-10.
  • Nation, P. (2013). Learning vocabulary in another language. Reading in a Foreign Language, 12, 355-380.
  • Nation, P. ve Deweertdt, J. (2001). A defence for simplification. Prospect, 16(3), 55-65.
  • Nation, P. ve Wang, K. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 355-380.
  • Poulschock, J. (2010). Extensive graded reading in the liberal arts and sciences. Reading in a Foreign Language, 22(2), 304-322.
  • Prtljaga, J., Palinkašević, R. ve Brkić, J. (2015). Choosing the adequate level of graded readers- Preliminary study. Research in Pedagogy, 5(2), 1-16.
  • Püsküllüoğlu, A. (1997). Türkçe Sözlük. Ankara: Arkadaş Yayınevi.
  • Rutherford, W. E. (1987). Second language grammar: Learning and teaching. UK: Longman. Sheu S. P-H. (2004). The effects of extensive reading on learner’s reading ability development. Journal of National Taipei Teachers College, 17(2), 214-228.
  • Smith, R. C. (2003). Teaching English as a Foreign Language, 1912–1936: Pioneers of ELT Michael West (Vol 3). Abingdon: Routledge.
  • Smith, R. C. (2005). Teaching English as a Foreign Language, 1936–1961: Foundations of ELT Foundations of ELT Gounlett and Hornby (Vol 5). Abingdon: Routledge.
  • Sung, K-Y. ve Poole, F. J. (2015). Evaluating the impact of graded readings on the recognition of Chinese characters and reading comprehension by learners of Chinese as a foreign language. Konin Language Studies, 3(3), 271-294.
  • Swaffar, J. (1985). Reading authentic text in a foreign langauge. The Modern Language Journal, 69, 115-134.
  • Swaffar, J. (1985). Reading authentic texts in a foreign language. The Modern Language Journal, 69, 115-134.
  • Tanaka, H. ve Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An emprical study exploring the efficacy of extensive reading. The Reading Matrix, 7(1), 115-131.
  • Tickoo, N. L. (1993). Simplification: Theory and application. Antology Series 31. Singapore: RLC.
  • Tomlinson, B. (Ed). (2008). English language teaching materials: A critical review. London: Continuum.
  • Villas, M. (2016). Extensive reading: Its effects to learners’ general language competence. The Online Journal of New Horizons in Education, 6(4), 80-85.
  • Wan-a-rom, U. (2008). Comparing the vocabulary of different graded-reading schemes. Reading in a Foreign Language, 20(1), 43-69.
  • Waring, R. (1997). Graded and extensive reading-questions and answers. The Language Teacher, 21(5), 9-12.
  • Waring, R. (2000). The OUP guide to the why and how of using graded readers. Tokyo. OUP.
  • Waring, R. ve Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130-163.
  • West, M. (1955). Simplified and abridged. In W. R. Lee (Ed). (1967), ELT Selection. London: OUP.
  • Widdowson, H. (1998). Context, community and authentic language. TESOL Quarterly, 32(4), 705-716.
  • Wodinsky, M. ve Nation, P. (1988). Learning from graded readers. Reading in a Foreign Language, 5, 155-161.
  • Yano, Y., Long, M. ve Ross, S. (1994). The effect of simplified and eloborated texts on foreign language reading and comprehension. Language Learning, 44(2), 189-219.
  • Young, D. (1999). Linguistic simplification of second language reading material:effective instructional practice? Modern Language Journal, 83(3). 350-66.
  • Elektronik Kaynaklar
  • www.tdk.org.tr [erişim tarihi 23.07.2018]
  • http://www1.harenet.ne.jp/~waring/papers/Writing%20a%20graded%20reader.doc [erişim tarihi 21.04.2007]
  • www.lextutor.ca [erişim tarihi 09.07.2018]

YABANCI DİL OLARAK İNGİLİZCE ÖĞRENİMİNDE BASİTLEŞTİRİLMİŞ KİTAPLARIN KULLANIMINA ELEŞTİREL BİR BAKIŞ

Yıl 2019, Cilt: 14 Sayı: 1, 215 - 244, 30.04.2019
https://doi.org/10.17550/akademikincelemeler.449127

Öz

Okuma etkinliği hem ana dilde hem de yabancı bir dil öğrenmede önemli bir
yer tutar. Bireyler okuma aracılığıyla başka görüş, düşünce ve kültürel unsurları
öğrenir, onlarla etkileşimde bulunurlar. Bireylerin yabancı dil öğreniminde,
yabancı dilde okuma becerilerini geliştirmek amacıyla bazı uygulamalar
önerilir. Bunlardan biri, basitleştirilmiş kitaplardır. Bu çalışma, yabancı dil
öğreniminde okuma becerisinin arttırılması için yapılan basitleştirilmiş okuma
kitaplarının kullanımıyla ilgili önemli unsurları belirtmeyi ve bu tür
kitapların kullanımına eleştirel bir bakış sunmayı hedeflemektedir. Bu çalışma,
öncelikle basitleştirilmiş kitapların kullanımını tarihsel açıdan ele almış, faydaları
hakkında destekleyici ve karşıt görüşleri derlemiş, son olarak da
basitleştirilmiş kitaplardan yapısal örnekler ile dil öğrenimi açısından
sorgulama yapmıştır. Basitleştirilmiş kitaplar aracılığıyla, öğrencinin okuma
becerisi ve yabancı dil öğrenmesinin gelişmesi düşünülse de, bu tür kitapların
yabancı dil öğreniminde kullanımına temkinli bir şekilde yaklaşmak, kitapları
seçerken içerik olarak dil edinimi ve kültürel duruş olup olmadığını gözden
geçirmek gereklidir. Buna ek olarak, yabancı dil öğreniminde yapısal ve
bağlamsal olarak bir kazanım olup olmadığı sorgulanmalıdır. Sonuç olarak, basitleştirilmiş
olan edebi eserler yerine orijinallerin ve her seviyeye uygun farklı edebi
metin türlerinin yabancı dilde okuma becerisini geliştirmede kullanılması
önerilmektedir. 

Kaynakça

  • Austen, J. (1811). Sense and sensibility. The Project Gutenberg, eBook. Erişim Kaynağı: http://www.loyalbooks.com/download/pdf/Sense-and-Sensibility-by-Jane-Austen.pdf
  • Austen, J. (1811). Sense and sensibility. Adapted by Cowan, A. (2005). (Level 3). Italy: Pearson/Lang Edizioni.
  • Bakeer, A. (2011). Graded reading and its effect on enhancing students’ vocabulary and improving performance in writing. Journal of Al-Quds Open University for Research and Studies, 22, 9-26.
  • Bamford, J. (1984). Extensive reading by means of graded readers. Reading in a Foreign Language, 2, 218-260.
  • Claridge, G. (2005). Simplification in graded readers: Measuring the authenticity of graded texts. Reading in Foreign Language, 17(2), 144-158.
  • Cobb, T. (2008). What the reading rate research does not show: Response to McQuillan & Krashen. Language Learning & Technology, 12(1), 109-114.
  • Cole, J. (2003). What motivates students to read? Four literarcy personalities. The Reading Teacher, 56(4), 326-336.
  • Cripwell, K. ve Foley, J. (1984). The grading of extensive readers. World Language English, 3, 168-173.
  • Ferrer, E. ve Staley, K. (2016). Designing an EFL reading program to promote literacy skills, critical thinking, and creativity. The CATESOL Journal, 28(2), 79-104.
  • Hafiz, F. M. ve Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.
  • Hill, D. (1997). Graded readers. ELT Journal, 51(1), 57-79.
  • Hill, D. (2001). Survey: Graded readers. ELT Journal, 53(3), 300-324.
  • Hill, D. (2008). Graded readers in English. ELT Journal, 62(2), 184-204.
  • Honeyfield, J. (1977). Simplification. Tesol Quarterly, 11(4), 431-440.
  • Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61, 355-382.
  • Howatt, A. P. R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
  • Milli Eğitim Bakanlığı, Tebliğler Dergisi (2003). Duyurular (Yayın No. 2555). Erişim adresi: http://tebligler.meb.gov.tr/index.php/tuem-sayilar
  • Nakamura, S. (2018). Effects and impact of extensive reading in Japanese University English for general purpose. Studies in Self-Accesse Learning Journal, 9(1), 3-10.
  • Nation, P. (2013). Learning vocabulary in another language. Reading in a Foreign Language, 12, 355-380.
  • Nation, P. ve Deweertdt, J. (2001). A defence for simplification. Prospect, 16(3), 55-65.
  • Nation, P. ve Wang, K. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 355-380.
  • Poulschock, J. (2010). Extensive graded reading in the liberal arts and sciences. Reading in a Foreign Language, 22(2), 304-322.
  • Prtljaga, J., Palinkašević, R. ve Brkić, J. (2015). Choosing the adequate level of graded readers- Preliminary study. Research in Pedagogy, 5(2), 1-16.
  • Püsküllüoğlu, A. (1997). Türkçe Sözlük. Ankara: Arkadaş Yayınevi.
  • Rutherford, W. E. (1987). Second language grammar: Learning and teaching. UK: Longman. Sheu S. P-H. (2004). The effects of extensive reading on learner’s reading ability development. Journal of National Taipei Teachers College, 17(2), 214-228.
  • Smith, R. C. (2003). Teaching English as a Foreign Language, 1912–1936: Pioneers of ELT Michael West (Vol 3). Abingdon: Routledge.
  • Smith, R. C. (2005). Teaching English as a Foreign Language, 1936–1961: Foundations of ELT Foundations of ELT Gounlett and Hornby (Vol 5). Abingdon: Routledge.
  • Sung, K-Y. ve Poole, F. J. (2015). Evaluating the impact of graded readings on the recognition of Chinese characters and reading comprehension by learners of Chinese as a foreign language. Konin Language Studies, 3(3), 271-294.
  • Swaffar, J. (1985). Reading authentic text in a foreign langauge. The Modern Language Journal, 69, 115-134.
  • Swaffar, J. (1985). Reading authentic texts in a foreign language. The Modern Language Journal, 69, 115-134.
  • Tanaka, H. ve Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An emprical study exploring the efficacy of extensive reading. The Reading Matrix, 7(1), 115-131.
  • Tickoo, N. L. (1993). Simplification: Theory and application. Antology Series 31. Singapore: RLC.
  • Tomlinson, B. (Ed). (2008). English language teaching materials: A critical review. London: Continuum.
  • Villas, M. (2016). Extensive reading: Its effects to learners’ general language competence. The Online Journal of New Horizons in Education, 6(4), 80-85.
  • Wan-a-rom, U. (2008). Comparing the vocabulary of different graded-reading schemes. Reading in a Foreign Language, 20(1), 43-69.
  • Waring, R. (1997). Graded and extensive reading-questions and answers. The Language Teacher, 21(5), 9-12.
  • Waring, R. (2000). The OUP guide to the why and how of using graded readers. Tokyo. OUP.
  • Waring, R. ve Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130-163.
  • West, M. (1955). Simplified and abridged. In W. R. Lee (Ed). (1967), ELT Selection. London: OUP.
  • Widdowson, H. (1998). Context, community and authentic language. TESOL Quarterly, 32(4), 705-716.
  • Wodinsky, M. ve Nation, P. (1988). Learning from graded readers. Reading in a Foreign Language, 5, 155-161.
  • Yano, Y., Long, M. ve Ross, S. (1994). The effect of simplified and eloborated texts on foreign language reading and comprehension. Language Learning, 44(2), 189-219.
  • Young, D. (1999). Linguistic simplification of second language reading material:effective instructional practice? Modern Language Journal, 83(3). 350-66.
  • Elektronik Kaynaklar
  • www.tdk.org.tr [erişim tarihi 23.07.2018]
  • http://www1.harenet.ne.jp/~waring/papers/Writing%20a%20graded%20reader.doc [erişim tarihi 21.04.2007]
  • www.lextutor.ca [erişim tarihi 09.07.2018]
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Fidel Çakmak

Yayımlanma Tarihi 30 Nisan 2019
Gönderilme Tarihi 30 Temmuz 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 14 Sayı: 1

Kaynak Göster

APA Çakmak, F. (2019). YABANCI DİL OLARAK İNGİLİZCE ÖĞRENİMİNDE BASİTLEŞTİRİLMİŞ KİTAPLARIN KULLANIMINA ELEŞTİREL BİR BAKIŞ. Akademik İncelemeler Dergisi, 14(1), 215-244. https://doi.org/10.17550/akademikincelemeler.449127

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