The Effect of Cultural Schemas on Reading Comprehension and Listening Comprehension*

Year 2024, Volume: 53 Issue: 3, 1333 - 1353, 31.12.2024

Halil İbrahim Öksüz , Serpil Elalmış , İsmail Yaşartürk , Hayati Akyol

https://doi.org/10.14812/cuefd.1469469

Abstract

The aim of this study is to reveal the effect of third-grade primary school students' cultural schemas on both reading comprehension and listening comprehension skills. The study group of this descriptive survey model research consists of third-grade primary school students. The data collection process of the study was implemented with 48 third-grade primary school students studying in two different classes. The question scale of the Error Analysis Inventory was used to measure both reading comprehension and listening comprehension skills. In the level determination stage of the study, the text Merve's Diary was used to measure reading comprehension and the text Crack Bucket was used to measure listening comprehension. Baseball and soccer texts were used to examine the effect of cultural schemas on reading comprehension. Similarly, "My Father's Blanket" and "Just the Way We Are", an illustrated storybook about different family structures, were used to reveal the effect of cultural schemas on listening comprehension. According to the results obtained from the findings of the study, culturally familiar texts were better understood than culturally unfamiliar texts in listening and reading comprehension dimensions. From this point of view, it can be interpreted that cultural schemas have an impact on reading comprehension and listening comprehension.

Keywords

Cultural Schema, Prior Knowledge, Reading Comprehension, Listening Comprehension

Kültürel Şemaların Okuduğunu Anlama ve Dinlediğini Anlama Üzerindeki Etkisi

Abstract

Bu çalışmanın amacı, ilkokul üçüncü sınıf öğrencilerinin sahip olduğu kültürel şemaların okuduğunu anlama ve dinlediğini anlama becerileri üzerindeki etkisini ortaya koymaktır. Betimsel tarama modelinde gerçekleştirilen bu araştırmanın çalışma grubunu ilkokul üçüncü sınıf öğrencileri oluşturmaktadır. Araştırmanın veri toplama süreci iki farklı şubede yer alan 48 ilkokul üçüncü sınıf öğrencisinin katılımıyla yürütülmüştür. Araştırmada gerek okuduğunu anlama gerekse dinlediğini anlama becerilerinin ölçülmesinde Yanlış Analiz Envanteri’nin soru ölçeği kullanılmıştır. Araştırmanın düzey belirleme aşamasında okuduğunu anlamanın ölçülmesi için; Merve’nin Günlüğü metni, dinlediğini anlamanın ölçülmesi için ise Çatlak Kova metni kullanılmıştır. Araştırmanın veri toplama sürecinde kültürel şemaların okuduğunu anlama üzerindeki etkisini ortaya koymak adına beyzbol ve futbol metinleri kullanılmıştır. Benzer şekilde kültürel şemaların dinlediğini anlama üzerindeki etkisini ortaya koymak adına “Babamın Battaniyesi” ve farklı aile yapılarını konu alan “Just the Way We Are” adlı resimli hikâye kitabı kullanılmıştır. Araştırmada elde edilen bulgulara göre, dinlediğini ve okuduğunu anlama boyutlarından kültürel olarak aşina olunan metinlerin; kültürel olarak aşina olunmayan metinlere kıyasla daha iyi anlaşıldığı görülmüştür. Bu noktadan hareketle kültürel şemaların okuduğunu anlama ve dinlediğini anlama üzerinde etkili olduğu yorumu yapılabilir.

Keywords

Kültürel Şema, Ön Bilgi, Okuduğunu Anlama, Dinlediğini Anlama

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