Applying Focus On Form In Efl Writing Classes

Year 2006, Volume: 15 Issue: 2, 461 - 478, 01.06.2006

Okt. Şener Eş Yrd. Doç. Dr. Hasan Çekiç

Abstract

Son yıllarda ikinci dil edinimi alnında yapılan çalışmalar, Long (1991) tarafından sunulan ve öncelikli olarak anlama dayalı eğitim yapılan ortamlarda öğrencilerin dikkatini dilin dilbilgisel öğelerine çeken bir dil öğretim şekli olan “yapıya odaklanma” yönteminin etkinliğini kanıtlamıştır (Ellis, 2001). Bu nedenle bu çalışma, hangi tip yapıya odaklanma öğretiminin – Girdi Akışı, Girdi+Üretim yada Girdi+Üretim+Dönüt’ün – İngilizce’nin yabancı dil olarak öğrenilmesinde daha etkili olduğunu deneysel olarak incelemektedir. Bu amaçla, öntest-sontest uygulamasıyla, üç farklı yapıya odaklanma öğretimi, üç deneysel gruba iki hafta boyunca altı saat süreyle uygulanmıştır. Çalışmaya Anadolu Üniversitesi Yabancı Diller Yüksek Okulu’ndan orta düzey dil seviyesine sahip toplam 65 öğrenci katılmıştır. Hedeflenen dil yapıları şimdiki ve geçmiş zamana ait gerçeğe aykırı koşul tümceleridir

Keywords

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Applying Focus On Form In Efl Writing Classes

Abstract

Recent SLA research has lent support to the effectiveness of “focus on form” introduced by Long 1991 as a treatment which draws learners’ attention to linguistic features of language in primarily meaning based contexts Ellis 2001 In this regard the present study experimentally investigates which type of focus on form Input Flood Input Output or Input Output Feedback – is more effective in promoting the learning of English as a foreign language For this purpose a pretest posttest design was followed and the three different focus on form FonF henceforth treatments were delivered to three experimental groups throughout six hours in a two week period in Writing Classes Sixty five intermediate level learners at Anadolu University School of Foreign Languages participated in the study The targeted forms were the Present and Past Hypothetical Conditionals in English The statistical analysis of the data revealed that the Input Flood treatment is not effective while Input Output and Input Output Feedback treatments are significantly effective in learning the target forms Consequently the results provide support for the claim that output based FonF treatment whether complemented with corrective feedback or not has positive effects on learning English as a foreign language Key Words: Focus on Form Input Flood Output Feedback and Grammar Teaching ÖZET Son yıllarda ikinci dil edinimi alnında yapılan çalışmalar Long 1991 tarafından sunulan ve öncelikli olarak anlama dayalı eğitim yapılan ortamlarda öğrencilerin dikkatini dilin dilbilgisel öğelerine çeken bir dil öğretim şekli olan “yapıya odaklanma” yönteminin etkinliğini kanıtlamıştır Ellis 2001 Bu nedenle bu çalışma hangi tip yapıya odaklanma öğretiminin – Girdi Akışı Girdi Üretim yada Girdi Üretim Dönüt’ün – İngilizce’nin yabancı dil olarak öğrenilmesinde daha etkili olduğunu deneysel olarak incelemektedir Bu amaçla öntest sontest uygulamasıyla üç farklı yapıya odaklanma öğretimi üç deneysel gruba iki hafta boyunca altı saat süreyle uygulanmıştır Çalışmaya Anadolu Üniversitesi Yabancı Diller Yüksek Okulu’ndan orta düzey dil seviyesine sahip toplam 65 öğrenci katılmıştır Hedeflenen dil yapıları şimdiki ve geçmiş zamana ait gerçeğe aykırı koşul tümceleridir Elde edilen verilerin istatiksel çözümlemesi sonucunda Girdi Akışı öğretim tipinin etkili olmadığı fakat Girdi Üretim ve Girdi Üretim Dönüt öğretim tiplerinin aynı etkiye sahip olduğunu ve hedef yapıların öğrenilmesinde anlamlı derecede etkili olduğu bulunmuştur Sonuç olarak üretime dayalı yapıya odaklanma öğretim tipinin düzeltici dönüt ile desteklense de desteklenmese de İngilizce’nin yabancı dil olarak öğrenilmesinde etkili olduğu görülmüştür Anahtar Sözcükler: Yapıya Odaklanma Girdi Akışı Üretim Dönüt ve Dilbilgisi Öğretimi

Keywords

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