Podkastlar Dinleme ve Sesletim Dersinde Anlamlı Girdi Sağlayabilir mi?

Year 2018, Volume: 11 Issue: 4, 772 - 788, 24.10.2018

Arif Bakla

https://doi.org/10.30831/akukeg.382174

Cited By: 3

Abstract

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.  

Keywords

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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