BibTex RIS Cite

EREK DİLDEKİ DİLBİLGİSİ KAVRAMLARININ ÖĞRETİMİNDE ANA DİL KULLANIMININ ÖĞRENCİ BAŞARISINA ETKİLERİ

Year 2010, Volume: 6 Issue: 2, 142 - 169, 14.01.2013

Abstract

Bu araştırmanın amacı, erek dildeki dilbilgisi kavramlarının öğretiminde ana dildeki kavramlardan yararlanılmasının öğrencilerin dilbilgisi başarısı ve öğrenmenin kalıcılığı üzerindeki etkilerini saptamaktır. Bu nedenle, dil kuramı olarak Minimalist Programı ve öğrenme kuramı olarak Yapılandırmacılığı temel alan bir dil öğrenme modeli, Anadil Destekli Dil Öğrenme (ADDÖ), tasarımlanmıştır. Bu araştırma öntest-sontest kontrol gruplu yarı-deneysel desenlidir. Araştırma 2008-2009 Güz yarıyılında Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu'ndaki orta düzey öğrenciler ile yürütülmüştür. Deney süresince kontrol grubuna erek dildeki dilbilgisi kavramları tekdilli olarak öğretilirken deney grubuna ise ana dildeki kavramlardan yararlanılarak öğretilmiştir. Araştırmadan elde edilen sonuçlara göre, deney ve kontrol gruplarının sontest ortalama puanları arasında (p=0,041) ve izleme testi ortalama puanları arasında (p=0,002) anlamlı farklılık bulunurken deney ve kontrol gruplarının izleme testi-öntest ortalamaları (p=0,001) ile izleme testi-sontest ortalamaları (p=0,039) arasındaki farkın istatistiksel olarak anlamlı ve deney grubu lehine olduğu saptanmıştır. Bir başka deyişle, ADDÖ uygulamaları tekdilli öğretime göre İngilizce dilbilgisi başarısını arttırmada daha etkilidir ve ADDÖ ile gerçekleştirilen dilbilgisi öğretimi tekdilli öğretime göre daha kalıcıdır.

References

  • Auerbach, E. R. (1993). Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27(1), 9-32. Retrieved January 2, 2009, from http://www.jstor.org/stable/3586949
  • Bacherman, D. M. (2007). The Use of Students’ First Language in Second- Language Learning in a Computer-Based Environment. Ph.D. dissertation, Walden University, United States -- Minnesota. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3240051).
  • Brown, J. D. (1998). Understanding Research in Second Language Learning. Cambridge: Cambridge University Press.
  • Butzkamm, W. (2003). We Only Learn Language Once. The Role of the Mother Tongue in FL Classrooms: Death of a Dogma. Language Learning Journal, (28), 29-39. Retrieved January 2, 2009, from http://www.ittmfl.org.uk/modules/teaching/1a/paper1a4.pdf
  • Butzkamm, W. The Bilingual Method: An Overview. Retrieved December 29, from
  • http://www.fremdsprachendidaktik.rwth
  • aachen.de/Ww/bilmethod.html
  • Büyüköztürk, Ş. (1998). Kovaryans Analizi (Varyans Analizi İle Karşılaştırmalı Bir İnceleme). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 31(1), 91-105. Retrieved May 1, 2009, from http://www.education.ankara.edu.tr/ebfdergi/pdfler/1998-31-1/91- 105.pdf
  • Büyüköztürk, Ş. (2006). Sosyalbilimler için Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş. (2007). Deneysel Desenler. Ankara: Pegem A Yayıncılık.
  • Cohen, A. D. & Brooks-Carson, A. (2001). Research on Direct versus Translated Writing: Students’ Strategies and their Results. The Modern Language Journal, 85(2), 169-188. Retrieved December 29, 2008 from http://www3.interscience.wiley.com/cgi- bin/fulltext/118976360/PDFSTART
  • Cole, S. (1998). The Use of L1 in Communicative English Classrooms. The Language http://www.jalt-publications.org/tlt/files/98/dec/cole.html Retrieved December 29, 2008, from
  • Cook, V. (1989). Reciprocal Language Teaching: Another Alternative. Modern English Teacher, 16(3/4), 48-53. Retrieved January 2, 2009, http://homepage.ntlworld.com/vivian.c/Writings/Papers/ReciprocalLT.h tm
  • Cook, V. (1999). Going Beyond the Native Speaker in Language Teaching. TESOL Quarterly, 33(2), 185-209. Retrieved December 29, 2008, from http://www.jstor.org/stable/3587717
  • Cook, V. (2001). Second Language Learning and Language Teaching. London: Arnold.
  • Eadie, J. (1999). A Translation Technique. English Teaching Forum, 37(1), Retrieved http://draft.eca.state.gov/Forum/vols/vol37/no1/p2.htm December 28, 2008, from
  • Ellis, R. (2002). Does Form-Focused Instruction Affect the Acquisition of Implicit Knowledge? SSLA, 24, 223-236. Retrieved December 29, 2008 http://journals.cambridge.org/download.php?file=%2FSLA%2FSLA24 _02%2FS0272263102002073a.pdf&code=60c328038b94d5c779829c6 8c457666d
  • Ferrer, V. The Mother Tongue in the Classroom: Cross-linguistic comparisons, Noticing and Explicit Knowledge. Retrieved December 28, http://www.teachenglishworldwide.com/Articles/Ferrer_mother%20ton gue%20in%20the%20classroom.pdf from
  • Ferrer, V. Using the Mother Tongue to Promote Noticing: Translation as a Way of Scaffolding Learner Language, 1-6. Retrieved January 2, 2009, http://www.teachenglishworldwide.com/Articles/Ferrer_mother%20ton gue%20to%20promote%20noticing.pdf
  • Gabrielatos, C. (2001). L1 Use in ELT: Not a Skeleton, But a Bone of Contention. Bridges, 6, 33-35. Retrieved December 31, 2008, from http://www.gabrielatos.com/L1UseInELT-Bridges.pdf
  • Govindasamy, S. (1994). The Effect of Contrastive Grammar Instruction on Clarity and Coherence in the Writings of Malay ESL College Students. Ph.D. dissertation, Rutgers The State University of New Jersey - New Brunswick, United States -- New Jersey. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 9514120).
  • Herschensohn, J. (2000). The Second Time Around Minimalism and L2 Acquisition. Philadelphia: John Benjamins Publishing Co.
  • Kanatlar, G. M. (2005). L1 Use In Beginner Level EFL Speaking Classes And Its Effect On Elementary Level Students’ Oral Performances. Doktora Tezi. T.C. Anadolu Üniversitesi Yayınları No. 1654; Yabancı Diller Yüksekokulu Yayınları No. 3. Eskişehir: Anadolu Üniversitesi Basımevi.
  • Karasar, N. (1995). Bilimsel Araştırma Yöntemi. Ankara: Sim Matbaası.
  • Klapper, J. (1998). Language Learning at School and University: the Great Grammar Debate Continues (II). Language Learning Journal, 18(1), 22-28. http://www.informaworld.com/smpp/content~db=all?content=10.1080/ 09571739885200211 December 29, 2008, from
  • Larsen-Freeman, D. (2003). Teaching Language: From Grammar to Grammaring. Boston: Heinle.
  • Lotto L. & De Groot, A. M. B. (1998). Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language. Language Learning Journal, 48(1), 31-69. Abstract. Retrieved December 28, 2008, from http://cat.inist.fr/?aModele=afficheN&cpsidt=2458654
  • Macaro, E. (2001). Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms: Theories and Decision Making. The Modern Language Journal, 85(4), 531-548. Retrieved December 29, 2008, from http://www.jstor.org/stable/1193074
  • Macaro, E. (2005). Codeswitching in the L2 Classroom: a Communication and Learning Strategy. In E. Llurda (Ed.), Non-Native Teachers, Perceptions, Challenges and Contributions to the Profession, 5, (63- 84). http://www.springerlink.com/content/p595301320268941/ December 29, 2008, from
  • Maxfield, J. (2002). Using L1 to Write in L2: an Investigation into the Effects of Translation versus Direct Composition among “Low-Proficiency” ESL Writers. M.A. dissertation, University of Toronto (Canada), Canada. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT MQ73917).
  • Medgyes, P. (1994). The non-native teacher. Hong Kong: Macmillan Publishers Ltd.
  • Miles, R. (2004). Evaluating the Use of L1 in the English Language Classroom. M.A. Thesis, University of Birmingham. Retrieved December http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf 28, 2008, from
  • Nassaji, H. & Fotos, S. (2004). Current Developments in Research on the Teaching of Grammar. Annual Review of Applied Linguistics, 24, 126- 145. http://journals.cambridge.org/download.php?file=%2FAPL%2FAPL24 %2FS0267190504000066a.pdf&code=4965c639ba5e2efc79829c68c45 7666d December 30, 2008, from
  • Pennington, M. C. (2002). Grammar and Communication: New Directions in Theory and Practice. In E. Hinkel & S. Fotos (Eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (77-98). New Jersey: Lawrence Erlbaum Associates Inc.
  • Prince, P. (1996). Second Language Vocabulary Learning: The Role of Context versus Translations as a Function of Proficiency. The Modern Language Journal, 80, 478-493. Retrieved December 30, 2008, from http://www.jstor.org/stable/329727
  • Ramachandran, S. D. & Rahim, H. A. (2004). Meaning Recall and Retention: The Impact of the Translation Method on Elementary Level Learners’ Vocabulary Learning. RELC Journal, 35(2), 161-178. Retrieved December http://rel.sagepub.com/cgi/content/abstract/35/2/161 30, 2008, from
  • Rell, A. B. (2005). The Role of the First Language (L1) in the Second Language (L2) Classroom. Ph.D. dissertation, University of California, Los Angeles, United States -- California. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3175179).
  • Swain, M. & Lapkin, S. (2000). Task-Based Second Language Learning: the Uses of the First Language. Language Teaching Research, 4(3), 251- 274. http://ltr.sagepub.com/cgi/content/abstract/4/3/251 December 28, 2008, from
  • Taylor, A. M. (2002). A Meta-Analysis on the Effects of L1 Glosses on L2 Reading Comprehension. Ph.D. dissertation, Purdue University, United States -- Indiana. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3099215).
  • Turnbull, M. & Arnett, K. (2002). Teachers’ Uses of the Target and First Languages in Second and Foreign Language Classrooms. Annual Review of Applied Linguistics, 22, 204-218. Retrieved December 30, from http://journals.cambridge.org/download.php?file=%2FAPL%2FAPL22 %2FS0267190502000119a.pdf&code=46f4cae58a5342ea535dff80e4f9 6db5
  • Turnbull, M. & Dailey-O’Cain, J. (2009). Introduction. In M. Turnbull & J. Dailey-O’Cain (Eds.), First Language Use in Second and Foreign Language Learning, (1-14). Bristol: Multilingual Matters.
  • Vaezi, S. & Mirzaei, M. (2007). The Effect of Using Translation from L1 to L2 as a Teaching Technique on the Improvement of EFL Learners' Linguistic Accuracy - Focus on Form. HLT Magazine, 5. Retrieved December 28, 2008, from http://www.hltmag.co.uk/sep07/mart03.htm
  • Viakinnou-Brinson, L. (2006). To Teach or Not to Teach in the Target Language Only? The Effect of Target Language Only and Code- Switching on the Grammatical Performance of Elementary Level French Students. Ph.D. dissertation, Emory University, United States -- Georgia. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3234055).
  • Volz, A. (1996). Tutorial Series: Quasi-Experimental Designs. Retrieved December http://www.socialresearchmethods.net/tutorial/Volz/page2.htm#negd 30, 2008, from
  • Weschler, R. (1997). Uses of Japanese (L1) in the English Classroom: Introducing the Functional-Translation Method. The Internet TESL Journal, http://iteslj.org/Articles/Weschler-UsingL1.html Retrieved December 20, 2008, from
Year 2010, Volume: 6 Issue: 2, 142 - 169, 14.01.2013

Abstract

References

  • Auerbach, E. R. (1993). Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27(1), 9-32. Retrieved January 2, 2009, from http://www.jstor.org/stable/3586949
  • Bacherman, D. M. (2007). The Use of Students’ First Language in Second- Language Learning in a Computer-Based Environment. Ph.D. dissertation, Walden University, United States -- Minnesota. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3240051).
  • Brown, J. D. (1998). Understanding Research in Second Language Learning. Cambridge: Cambridge University Press.
  • Butzkamm, W. (2003). We Only Learn Language Once. The Role of the Mother Tongue in FL Classrooms: Death of a Dogma. Language Learning Journal, (28), 29-39. Retrieved January 2, 2009, from http://www.ittmfl.org.uk/modules/teaching/1a/paper1a4.pdf
  • Butzkamm, W. The Bilingual Method: An Overview. Retrieved December 29, from
  • http://www.fremdsprachendidaktik.rwth
  • aachen.de/Ww/bilmethod.html
  • Büyüköztürk, Ş. (1998). Kovaryans Analizi (Varyans Analizi İle Karşılaştırmalı Bir İnceleme). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 31(1), 91-105. Retrieved May 1, 2009, from http://www.education.ankara.edu.tr/ebfdergi/pdfler/1998-31-1/91- 105.pdf
  • Büyüköztürk, Ş. (2006). Sosyalbilimler için Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş. (2007). Deneysel Desenler. Ankara: Pegem A Yayıncılık.
  • Cohen, A. D. & Brooks-Carson, A. (2001). Research on Direct versus Translated Writing: Students’ Strategies and their Results. The Modern Language Journal, 85(2), 169-188. Retrieved December 29, 2008 from http://www3.interscience.wiley.com/cgi- bin/fulltext/118976360/PDFSTART
  • Cole, S. (1998). The Use of L1 in Communicative English Classrooms. The Language http://www.jalt-publications.org/tlt/files/98/dec/cole.html Retrieved December 29, 2008, from
  • Cook, V. (1989). Reciprocal Language Teaching: Another Alternative. Modern English Teacher, 16(3/4), 48-53. Retrieved January 2, 2009, http://homepage.ntlworld.com/vivian.c/Writings/Papers/ReciprocalLT.h tm
  • Cook, V. (1999). Going Beyond the Native Speaker in Language Teaching. TESOL Quarterly, 33(2), 185-209. Retrieved December 29, 2008, from http://www.jstor.org/stable/3587717
  • Cook, V. (2001). Second Language Learning and Language Teaching. London: Arnold.
  • Eadie, J. (1999). A Translation Technique. English Teaching Forum, 37(1), Retrieved http://draft.eca.state.gov/Forum/vols/vol37/no1/p2.htm December 28, 2008, from
  • Ellis, R. (2002). Does Form-Focused Instruction Affect the Acquisition of Implicit Knowledge? SSLA, 24, 223-236. Retrieved December 29, 2008 http://journals.cambridge.org/download.php?file=%2FSLA%2FSLA24 _02%2FS0272263102002073a.pdf&code=60c328038b94d5c779829c6 8c457666d
  • Ferrer, V. The Mother Tongue in the Classroom: Cross-linguistic comparisons, Noticing and Explicit Knowledge. Retrieved December 28, http://www.teachenglishworldwide.com/Articles/Ferrer_mother%20ton gue%20in%20the%20classroom.pdf from
  • Ferrer, V. Using the Mother Tongue to Promote Noticing: Translation as a Way of Scaffolding Learner Language, 1-6. Retrieved January 2, 2009, http://www.teachenglishworldwide.com/Articles/Ferrer_mother%20ton gue%20to%20promote%20noticing.pdf
  • Gabrielatos, C. (2001). L1 Use in ELT: Not a Skeleton, But a Bone of Contention. Bridges, 6, 33-35. Retrieved December 31, 2008, from http://www.gabrielatos.com/L1UseInELT-Bridges.pdf
  • Govindasamy, S. (1994). The Effect of Contrastive Grammar Instruction on Clarity and Coherence in the Writings of Malay ESL College Students. Ph.D. dissertation, Rutgers The State University of New Jersey - New Brunswick, United States -- New Jersey. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 9514120).
  • Herschensohn, J. (2000). The Second Time Around Minimalism and L2 Acquisition. Philadelphia: John Benjamins Publishing Co.
  • Kanatlar, G. M. (2005). L1 Use In Beginner Level EFL Speaking Classes And Its Effect On Elementary Level Students’ Oral Performances. Doktora Tezi. T.C. Anadolu Üniversitesi Yayınları No. 1654; Yabancı Diller Yüksekokulu Yayınları No. 3. Eskişehir: Anadolu Üniversitesi Basımevi.
  • Karasar, N. (1995). Bilimsel Araştırma Yöntemi. Ankara: Sim Matbaası.
  • Klapper, J. (1998). Language Learning at School and University: the Great Grammar Debate Continues (II). Language Learning Journal, 18(1), 22-28. http://www.informaworld.com/smpp/content~db=all?content=10.1080/ 09571739885200211 December 29, 2008, from
  • Larsen-Freeman, D. (2003). Teaching Language: From Grammar to Grammaring. Boston: Heinle.
  • Lotto L. & De Groot, A. M. B. (1998). Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language. Language Learning Journal, 48(1), 31-69. Abstract. Retrieved December 28, 2008, from http://cat.inist.fr/?aModele=afficheN&cpsidt=2458654
  • Macaro, E. (2001). Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms: Theories and Decision Making. The Modern Language Journal, 85(4), 531-548. Retrieved December 29, 2008, from http://www.jstor.org/stable/1193074
  • Macaro, E. (2005). Codeswitching in the L2 Classroom: a Communication and Learning Strategy. In E. Llurda (Ed.), Non-Native Teachers, Perceptions, Challenges and Contributions to the Profession, 5, (63- 84). http://www.springerlink.com/content/p595301320268941/ December 29, 2008, from
  • Maxfield, J. (2002). Using L1 to Write in L2: an Investigation into the Effects of Translation versus Direct Composition among “Low-Proficiency” ESL Writers. M.A. dissertation, University of Toronto (Canada), Canada. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT MQ73917).
  • Medgyes, P. (1994). The non-native teacher. Hong Kong: Macmillan Publishers Ltd.
  • Miles, R. (2004). Evaluating the Use of L1 in the English Language Classroom. M.A. Thesis, University of Birmingham. Retrieved December http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf 28, 2008, from
  • Nassaji, H. & Fotos, S. (2004). Current Developments in Research on the Teaching of Grammar. Annual Review of Applied Linguistics, 24, 126- 145. http://journals.cambridge.org/download.php?file=%2FAPL%2FAPL24 %2FS0267190504000066a.pdf&code=4965c639ba5e2efc79829c68c45 7666d December 30, 2008, from
  • Pennington, M. C. (2002). Grammar and Communication: New Directions in Theory and Practice. In E. Hinkel & S. Fotos (Eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (77-98). New Jersey: Lawrence Erlbaum Associates Inc.
  • Prince, P. (1996). Second Language Vocabulary Learning: The Role of Context versus Translations as a Function of Proficiency. The Modern Language Journal, 80, 478-493. Retrieved December 30, 2008, from http://www.jstor.org/stable/329727
  • Ramachandran, S. D. & Rahim, H. A. (2004). Meaning Recall and Retention: The Impact of the Translation Method on Elementary Level Learners’ Vocabulary Learning. RELC Journal, 35(2), 161-178. Retrieved December http://rel.sagepub.com/cgi/content/abstract/35/2/161 30, 2008, from
  • Rell, A. B. (2005). The Role of the First Language (L1) in the Second Language (L2) Classroom. Ph.D. dissertation, University of California, Los Angeles, United States -- California. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3175179).
  • Swain, M. & Lapkin, S. (2000). Task-Based Second Language Learning: the Uses of the First Language. Language Teaching Research, 4(3), 251- 274. http://ltr.sagepub.com/cgi/content/abstract/4/3/251 December 28, 2008, from
  • Taylor, A. M. (2002). A Meta-Analysis on the Effects of L1 Glosses on L2 Reading Comprehension. Ph.D. dissertation, Purdue University, United States -- Indiana. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3099215).
  • Turnbull, M. & Arnett, K. (2002). Teachers’ Uses of the Target and First Languages in Second and Foreign Language Classrooms. Annual Review of Applied Linguistics, 22, 204-218. Retrieved December 30, from http://journals.cambridge.org/download.php?file=%2FAPL%2FAPL22 %2FS0267190502000119a.pdf&code=46f4cae58a5342ea535dff80e4f9 6db5
  • Turnbull, M. & Dailey-O’Cain, J. (2009). Introduction. In M. Turnbull & J. Dailey-O’Cain (Eds.), First Language Use in Second and Foreign Language Learning, (1-14). Bristol: Multilingual Matters.
  • Vaezi, S. & Mirzaei, M. (2007). The Effect of Using Translation from L1 to L2 as a Teaching Technique on the Improvement of EFL Learners' Linguistic Accuracy - Focus on Form. HLT Magazine, 5. Retrieved December 28, 2008, from http://www.hltmag.co.uk/sep07/mart03.htm
  • Viakinnou-Brinson, L. (2006). To Teach or Not to Teach in the Target Language Only? The Effect of Target Language Only and Code- Switching on the Grammatical Performance of Elementary Level French Students. Ph.D. dissertation, Emory University, United States -- Georgia. Retrieved November 9, 2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3234055).
  • Volz, A. (1996). Tutorial Series: Quasi-Experimental Designs. Retrieved December http://www.socialresearchmethods.net/tutorial/Volz/page2.htm#negd 30, 2008, from
  • Weschler, R. (1997). Uses of Japanese (L1) in the English Classroom: Introducing the Functional-Translation Method. The Internet TESL Journal, http://iteslj.org/Articles/Weschler-UsingL1.html Retrieved December 20, 2008, from
There are 45 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Meliha R. Şimşek

Publication Date January 14, 2013
Submission Date December 19, 2012
Published in Issue Year 2010 Volume: 6 Issue: 2

Cite

APA Şimşek, M. R. (2013). EREK DİLDEKİ DİLBİLGİSİ KAVRAMLARININ ÖĞRETİMİNDE ANA DİL KULLANIMININ ÖĞRENCİ BAŞARISINA ETKİLERİ. Eğitimde Kuram Ve Uygulama, 6(2), 142-169.