Kelime kökleri öğretiminin İngilizce kelimelerin uzun vadede akılda kalıcılığı üzerine etkisi

Year 2019, Volume: 1 Issue: 1, 1 - 11, 07.02.2019

Kenan Akarslan , Hasan Bedir

Abstract

Kelime öğrenme deneyimi dil öğrenmenin en zaman alıcı
yönü gibi görünmektedir. Öğrenciler, her şeye rağmen çoğu halde unutacakları,
listeler halinde bağımsız kelimeleri ve sınav kelime listelerini ezberlemek
için muazzam enerji harcamaktadır. Kelimeleri ezberlemek ve akılda tutmak için
öğrencilerin benimsediği farklı öğrenme stratejileri mevcuttur. Kelimeleri
parçalarına ayırmak bunlardan bir tanesi olsa da kelime kökleri ile öğrenmenin
faydaları üzerine az sayıda çalışma vardır. Az sayıdaki bu çalışmalar Latin ve
Yunan kökleriyle kelime öğretme ve öğrenmenin etkililiğini vurgular. Ancak, bu
çalışmalarda bu stratejinin uzun dönem kalıcılık üzerine etkisi
görülememektedir. Bu araştırmanın amacı kelime köklerinin yeni öğrenilen
kelimelerin uzun vadede akılda kalıcılığı ve öğrencilerin yaklaşımları üzerine
etkisini incelemektir. Araştırma boyunca nitel verilerle destekli betimsel
çalışılmıştır.

Keywords

kelimelerin hafızada tutulması, İngilizce kelime öğretimi, Latince ve Yunanca kelime kökleri öğretimi

The effects of teaching word roots on the long term retention of English vocabulary

Abstract

Vocabulary
learning experience seems to be the most time consuming aspect of language
learning. Learners exert considerable energy on words trying to memorize
isolate words and sets of exam words which are, in most cases, bound to be
forgotten. There are various learning strategies adopted by learners of English
to memorize and retain words. Dissecting words into word parts is among these
although there are few studies dwelling on the benefits of teaching word roots.
Those few studies highlight the effectiveness of teaching and learning
vocabulary through Latin and Greek roots. However, they lack any answers as to
how much this strategy works in terms of retention in the long run. The aim of
this study is to show the impact of teaching word roots both on learners’
attitudes and the long term retention of newly learnt lexical items. A
quantitatively supported descriptive study was administered throughout the study.

Keywords

retention of words, teaching English vocabulary, teaching Latin and Greek word roots

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