VERİ ODAKLI ÖĞRENME YAKLAŞIMININ EŞDİZİMLİLİKLERİN ÖĞRETİMİNE ETKİSİ: YARI DENEYSEL BİR DERLEM TABANLI ÇALIŞMA

Abstract

Sıklık veya tutarlılık ile karakterize edilen kalıplaşmış ifadeler olan eşdizimlilikler (collocations), İngilizceyi yabancı dil olarak öğrenenlerin akıcılık ve doğruluk elde etmeleri için önemlidir. Bu çalışma, eğitim amaçlı olarak dilbilimsel veri tabanı araçlarını kullanan Veri Odaklı Öğrenme Yaklaşımına dayanmaktadır ve eşdizimliliklerin öğretimindeki etkinliğini incelemeyi amaçlamaktadır. Çalışma, bir devlet üniversitesinde hazırlık sınıfında 41 öğrenciyle yarı deneysel karma yöntemli bir araştırma tasarımı olarak uygulamıştır. eşdizimlilikleri edinmek için veri tabanı kullanımına dayalı 10 haftalık bir müdahale gerçekleştirilmiştir. Nicel veriler anketlerden ve öğrencilerin yazılarından elde edilen öğrenci veri tabanlarından alınmıştır. Öte yandan, yarı yapılandırılmış görüşmeler ve bunların tematik analizi nitel veriler sağlamıştır. T-test bulguları ve tematik analiz sonuçları, katılımcıların çoğunun müdahaleden memnuniyet duyduğunu ve yazma konusunda özgüven kazandığını ortaya koymuştur. Öğrenciler ayrıca müdahalenin eşdizimliliklerin öğrenimini geliştirdiğini ve yazılarının kalitesini artırdığını belirtmişlerdir. Bununla birlikte, eşdizimliliklerin aranması, analizi ve arama sonuçlarının yorumlanmasıyla ilgili bazı teknik ve uygulama zorlukları da olduğunu belirtmişlerdir. Bu nedenle, veri tabanlı öğretimin dış destek, öğretim rehberliği, özelleştirilmiş etkinlikler ve erişilebilir teknoloji gerektirdiğini belirttiler. Son olarak, bulgular, veri tabanı kullanımının, otantik içerik sağlayarak, çeşitli bağlamları bütünleştirerek, bağımsız ve keşifsel öğrenmeyi teşvik ederek ve geleneksel sözlüklerden daha kapsamlı bilgi ve örnekler sunarak eşdizimliliklerin edinimini geliştirdiğini göstermektedir.

Keywords

• Veri odaklı öğrenme
• Eşdizimlilikler
• Derlem farkındalığı

THE IMPACT OF THE DATA-DRIVEN LEARNING APPROACH ON COLLOCATION INSTRUCTION: A QUASI-EXPERIMENTAL CORPUS-BASED STUDY

Abstract

Collocations, characterized by frequency or coherence, are essential for EFL learners to achieve fluency and accuracy. This study is based on the Data-Driven Learning Approach employing corpus linguistic tools for educational purposes and aims to examine its effectiveness to teach collocations. The study implemented a quasi-experimental mixed method research design with 41 preparatory class students at a state university. A 10-week intervention based on employing corpus use to acquire collocations was conducted. Quantitative data were obtained from questionnaires and learner corpora derived from students’ writings. On the other hand, semi-structured interviews and their thematic analysis provided qualitative data. The t-test findings and thematic analysis results revealed that the majority of the participants expressed satisfaction with the intervention and gained confidence in writing. The students also indicated that the intervention improved collocation learning and enhanced the quality of their writing. However, they also acknowledged certain technical and practical difficulties related to the search for collocations, analysis and interpretation of the search results. Therefore, they noted that corpus-based instruction requires external support, instructional guidance, customized activities, and accessible technology. Last of all, the findings demonstrate that corpus use enhances collocation acquisition by providing authentic content, integrating varied context, promoting independent and exploratory learning, and offering more extensive information and examples on collocations than conventional dictionaries.

Keywords

• Data-Driven Learning
• Collocations
• Corpus awareness

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