An Ex-Post Facto Study on the Affective Domain of the 5th Grade English Language Teaching Curriculum

Year 2021, Volume: 14 Issue: 3, 411 - 431, 15.07.2021

Murat Güngör , Merve Geçikli

https://doi.org/10.30831/akukeg.882400

Abstract

The primary purpose of this study was to analyze the affective domain of the fifth-grade intensive English curriculum. The study sample was 366 fifthgrade students from seven schools selected through convenience sampling from 1803 students in 47 secondary schools in Iğdır. We used “The Scale of Affective Objectives of Teaching English to Young Learners” developed by Şad (2011) to assess 5th grade English language teaching curriculum in terms of the affective domain by comparing pilot schools and regular schools. Besides, “Foreign Language Teaching Activities Scale” by Şad (2011) was the other data collection tool used to explore what sorts of teaching activities, teacher or learner-centered, are used in schools to provide a deeper understanding of the affective domain of the curriculum. The study results showed no significant difference between the students regarding four dimensions of affective domain in terms of certain variables. Students in both pilot and regular schools had a high level of positive attitude towards English language learning. Teacher-centered activities as teaching activities were commonly used in schools. To conclude, the number of class hours did not seem to be a principal factor in changing affective components of attitudes towards English language learning.  

Keywords

Teaching english to young learners, affective domain, ex-post facto, 5th grade intensive English program

Beşinci Sınıf İngilizce Öğretim Programının Duyuşsal Boyutu Üzerine Bir Nedensel Karşılaştırma Çalışması

Abstract

Araştırmanın temel amacı, yabancı dil ağırlıklı beşinci sınıf İngilizce öğretim programının duyuşsal alan boyutunu, uygulama sonrasında uygulamaya tabi olan okullar ile tabi olmayan okulların karşılaştırılarak incelemektir. Araştırmanın örneklemini, Iğdır ili Merkez ilçe sınırları içerisinde yer alan 47 ortaokulda eğitim gören 1803 öğrenci arasından uygun örnekleme metodu ile 7 okul arasından seçilmiş olan 366 ortaokul 5. sınıf öğrencisi oluşturmaktadır. Programın duyuşsal alan boyutunun incelenmesi için Şad (2011) tarafından geliştirilen “Çocuklara Yabancı Dil Öğretiminin Duyuşsal Hedefleri Ölçeği” kullanılmıştır. Yabancı dil derslerindeki öğretim etkinliklerinin ne sıklıkla yapıldığını ölçmek için ise yine Şad (2011) tarafından geliştirilen “Yabancı Dil Öğretim Etkinlikleri” ölçeği kullanılmıştır. Araştırmanın bulguları, duyuşsal alan boyutunda, Yabancı Dil Ağrılıklı 5. Sınıf programının uygulandığı okullar ile uygulanmayan okular arasında anlamlı bir farklılık olmadığını göstermektedir; öğrenciler yabancı dil derslerine ve yabancı dil öğrenmeye yönelik yüksek düzeyde olumlu tutuma sahiptir. Yabancı dil derslerinde yapılan etkinlikler incelendiğinde ise, daha çok öğretmen merkezli etkinliklerin yapıldığı sonucuna varılmıştır. Bulgulardan hareketle, İngilizce dersine yönelik duyuşsal yönde öğrencilerin tutumunda ders saat sayısındaki farklılığın belirleyici bir etken olmadığı sonucuna varılabilir. 

Keywords

Çocuklara yabancı dil öğretimi, duyuşsal boyut, yabancı dil ağırlıklı 5. sınıf İngilizce ders öğretim programı, ex-post facto

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