Podkastlar Dinleme ve Sesletim Dersinde Anlamlı Girdi Sağlayabilir mi?

Öz

Bu  durum  çalışmasının  amacı  İnglizceyi  yabancı  dil  olarak  öğrenen  öğrencilerin  dinleme,  konuşma  ve sesletimlerini geliştirmek için podkast kullanımına dair deneyimlerini araştırmayı amaçlamaktadır. Katılımcılar (S=8) bir akademik yıl boyunca ilgi duydukları geniş bir yelpazede podkast dinlemişlerdir. Öğrencilerden her hafta dinlediklerini bir yuvarlak masa tartışmasında tartışmaları veya sunum yapmalarını istenmiştir. Öğretmen de tartışmalara katılmış ve ders sonunda geri bildirimde bulunmuştur. Veri toplamak amacıyla, katılımcılar ile bir odak grup görüşmesi yapılmış ve görüşme dökümleri Nvivo v10 yazılımı ile üç aşamalı bir kodlama yöntemi ile kodlanmış ve analiz edilmiştir. Odak grup görüşmelerinin analizinden elde edilen sonuçlar öğrencilerin podkast dinlemekten hoşlandıklarını; ancak  dinledikleri  hakkında  konuşmayı  sevmediklerini  ortaya  çıkarmıştır.  Katılımcılar  aynı  zamanda  podkast dinlemenin  dinleme ve konuşma becerilerini  geliştirmeye  yardımcı  olduğunu  ifade  etmişlerdir.  Bu  çalışmada  araştırmacı; katılımcıların  alışılagelmiş  derslerden  farklı  bir  dersin  parçası  olmalarının  onlar  için  ne  anlama  geldiğini araştırmakta  ve  öğrencilerin  çalışma  alışkanlıklarını  değiştirerek  onları  rahatlık  bölgelerinden  çıkarmaya çalışmanın anlamını tartışmaktadır.  

Anahtar Kelimeler

• podkast,dinleme,konuşma,sesletim,anlamlı girdi

Can Podcast Provide Meaningful Input in a Listening and Pronunciation Class?

Abstract

The goal of this case study was to explore intermediate EFL learners’ experiences of using short podcasts to improve their listening, speaking and pronunciation. The participants (N=8) listened to podcasts about diverse topics of their interest throughout an academic year. Each week they were instructed to present what they listened to in a round-table discussion or in presentations. The instructor took part in the discussions as well, providing feedback at the end of each session. For this study, a focus group interview was carried out with the participants. The focus group interview was transcribed and coded in NVivo v10 using a three-phase approach to coding. The analysis of the focus group interview revealed that the students were basically fond of listening to podcasts, but not talking about them; they also thought listening to podcasts provided them with meaningful input and somehow helped improve their listening and speaking skills. In this study, the researcher explored what it means for them to be a part of a lesson that is basically different from mainstream classes and discuss the implications of getting students to move out of their comfort zones by changing study habits. 

Keywords

• podcasts,listening,speaking,pronunciation,meaningful input

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