İngilizce Öğretmenleri Tarafından Öğretilen Okuma Stratejileri

Year 2022, Volume: 3 Issue: 4, 393 - 399, 30.12.2022

Miray Varol , Volkan Varol

https://doi.org/10.52835/19maysbd.1220121

Abstract

Bu çalışmanın amacı, Türk İngilizce öğretmenlerinin sınıflarında verilen okuduğunu anlama stratejilerini ne ölçüde öğrettiklerini belirlemektir. Veriler, Mokhtari ve Sheorey (2002) tarafından oluşturulan Okuma Stratejileri Anketinden (SORS) uyarlanan bir anket aracılığıyla toplanmıştır. 48 öğretmenden toplanan veriler analiz edilmiştir. Sonuçlar, tarama, bilinmeyen kelimelerin anlamlarını tahmin etme, metni önizleme, bağlam ipuçlarını kullanma ve göz gezdirmenin sırasıyla en sık öğretilen beş okuma stratejisi olduğunu göstermektedir. Ayrıca, grafik düzenleyici kullanmak, sözlük kullanma, okuma hızını ayarlama, not alma ve başka kelimelerle ifade etme, okuduğunu anlama stratejileri arasında en az öğretilen stratejiler arasında yer almaktadır.

Keywords

okuduğunu anlama stratejileri, İngilizce okuma becerileri, okuma stratejileri öğretimi

Reading Comprehension Strategies Taught by Turkish EFL Teachers

Abstract

The purpose of this study was to identify to what extent Turkish teachers of English teach the given reading comprehension strategies in their classes. Data were collected through a survey instrument which was adapted from the Survey of Reading Strategies (the SORS) created by Mokhtari and Sheorey (2002). Data collected from 48 teachers were analyzed. Results indicate that scanning, guessing the meaning of unknown words, previewing the text, using context clues, and skimming are the five most frequently taught reading strategies, respectively. Furthermore, using graphic organizers, a dictionary use, adjusting reading speed, making notes, and paraphrasing are the least frequently taught reading comprehension strategies.

Keywords

Reading comprehension strategies, reading in a foreign language, EFL Teachers

References

• Blachowicz, D., & Ogle, D. (2001). Reading comprehension: Strategies for independent learners New York, NY: The Guilford Press.
• Borkowski, J., Carr, M., & Pressely, M. (1987). "Spontaneous" strategy use: Perspectives from metacognitive theory. Intelligence, Vol.11, pp. 61-75
• Ediger, A. (2001). Teaching children literacy skills in a second language (3rd ed.). In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp.153-169).
• Fan, Y. (2010). The effect of comprehension strategy instruction on EFL learners’ reading comprehension. Asian Social Science, (6)8, 19-29.
• Goodman, K. S. (1967). Reading: A psycholinguistic guessing-game. Journal of the Reading Specialist. 6(1): 126-35.
• Harmer, J. (2007). How to teach English. London: Pearson Longman. Jeon, E. H, & Yamashita J. (2014). L2 reading comprehension and its correlates: A meta-analysis. Language Learning 64(1), 160–212.
• Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. New York, NY: Cambridge University Press.
• Livingston, J. A. (1997). Metacognition: An overview. Retrieved from http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm, 1-5
• Macaro, E. and Erler, L. (2008). Applied Linguistics (29)1: 90–119. Oxford University Press doi:10.1093/applin/amm023
• Medina, S. L. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. Profile, 14 (1), 79-89.
• Lopera, S. (2015). The design process of a reading comprehension manual. Colomb. Appl. Linguist. J., 17(1), pp.130-141.
• Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
• Nunan, D. (1991). Language teaching methodology. London: Prentice-Hall.
• Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher. (58)3, 272-281.
• Psaltou-Joycey A. (2010). Language learning strategies in the foreign language classroom. (1st ed.). Thessaloniki: University Studio Press.
• Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, J. & Echevarria M. (1998) Literacy Instruction in 10 Fourth-Grade Classrooms in Upstate New York, Scientific Studies of Reading, 2:2, 159-194.
• Snow, C. (2002). Reading for understanding: Towards a R&D program in reading comprehen- sion. Washington, DC: RAND Reading Study Group.
• Mi-jeong Song, Asian Journal of English Language Teaching Vol. 8, 1998, pp. 41-54