İşe Dayalı Dil Öğretiminde Biçime Odaklanma: Türkçe Örneği / Focus on Form in Task-Based Language Teaching: The Case of Turkish

Year 2022, Volume: 13 Issue: 5, 151 - 164, 30.10.2022

Betül Çetin

https://doi.org/10.19160/e-ijer.1141487

Abstract

Bu çalışmada işe dayalı dil öğretimi ve biçim odaklı hazırlanmış dil öğretim materyallerinin yabancı dil olarak Türkçe öğretiminde başarı oranına etkisini ortaya koymak amaçlanmaktadır. Eklemeli diller için biçime odaklı işe dayalı dil öğretim malzemeleri tasarlanabilir ve bu malzemeler başarıyı arttırabilir varsayımı ile ortaya çıkan bu çalışmada, malzemelerinin uygulanıp başarı oranının değerlendirilmesi amacıyla biçime odaklı işe dayalı dil öğretim uygulamalarının hedef yapının gelişimine katkısının ne oranda olduğu ortaya konulmaya çalışılmıştır Bu amaç doğrultusunda B1 düzeyini tamamlamış ve B2 düzeyinde öğrenimlerine devam eden 27 deney ve 27 kontrol grubu olmak üzere anadilleri farklı 54 öğrencinin katıldığı bir uygulama yapılmıştır. {-(y)An} özne ortacının (subject relative clause) öğretimine yönelik olarak uzman görüşü ile şekillendirilen biçim odaklı girdinin zenginleştirilmesi ve bilinçlendirme işleri çerçevesinde geliştirilen materyal deney grubuna uygulanmış ve istatistiksel olarak başarıya etkisi değerlendirilmiştir. Kontrol grubunda biçime yönelik açıklamalar sunum şeklinde gerçekleştirilmiş ve girdinin zenginleştirilmesi ve bilinçlendirme işleri uygulanmamıştır, sadece kitaptaki etkinliklere bağlı kalınmıştır. Deney ve kontrol grubunun öntest ve sontest sonuçları SPSS 24 programı kullanarak bağımsız örneklem T-test ile değerlendirilmiştir. Yapılan sontestte deney grubunun kontrol grubundan daha başarılı olduğu görülmüştür. Bulgular çerçevesinde eklemeli bir dil olan Türkçenin öğretiminde biçim odaklı ve işe dayalı uygulamaların daha başarılı olduğu yorumu yapılmaktadır.

Keywords

İşe dayalı dil öğretimi, Biçime odaklanma, Yabancı dil olarak Türkçe öğretimi, Dilbilgisi öğretimi

Focus on Form in Task-Based Language Teaching: The Case of Turkish /İşe Dayalı Dil Öğretiminde Biçime Odaklanma: Türkçe Örneği

Abstract

This study aims to reveal how task-based and form-focused language teaching materials affect success in teaching Turkish as a foreign language. The study was performed on the assumption that form-focused and task-based language teaching materials, particularly for teaching agglutinative languages, can be designed and can increase student’s success; it investigated to what extent form-focused and task-based materials contribute to the improvement of the use of the target structure. Accordingly, a pretest–posttest design experiment was performed with 54 participants whose mother tongues are different, 27 of whom were placed in the experimental group and 27 in the control group. The material on teaching the (-(y)An) subject relative clause, developed in line with expert opinions encompassing form-focused input enrichment and consciousness-raising tasks, was used with the experimental group, and its contribution to learner success was measured statistically. In the control group, explication regarding the form was done in the form of presentations and no consciousness-raising activities were carried out; the group adhered to the activities in the coursebook. The pretest and posttest results of the participants in the experimental and control groups were evaluated using the SPSS 24 independent samples t-test. It was observed that after the posttest, the experimental group was more successful than the control group was. The findings show that form-focused and task-based practices are more effective in teaching Turkish, an agglutinative language.

Keywords

Task-based language teaching, Focus on form, Turkish as a foreign language, Grammar teaching

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