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TÜRK İLKOKULLARI YABANCI DİL SINIFLARINDA ÖĞRENCİLERİN KONUŞMA BECERİLERİNİ GELİŞTİRMEK İÇİN DERS KİTABINA TEKERLEMELERİ ADAPTE ETME

Year 2018, Volume: 3 Issue: 1, 387 - 403, 01.01.2018

Abstract

Modern dil öğrenme ve öğretme yöntemlerinde, öğrenci merkezli eğitimde öğrencilerin katılımı ve öğrenme sürecinde etkin katılımı oldukça önemlidir. Genç öğrenciler birbirinden farklı zihinsel, duygusal ve fiziksel özelliklere sahiptir. Bu yüzden onların yabancı dil öğrenimi yetişkinlerden tümüyle farklıdır. Ayrıca öğrenme ortamı genç öğrencilerin öğrenme iklimine uygun olmalıdır. Bu noktada öğretmenler sosyal çevreyi ve fiziksel koşulları öğrencilerin becerilerine, ilgilerine, özelliklerine, tutumlarına ve dersten keyif alma durumlarına göre ayarlamalıdır. Öğretmenleri tarafından kendilerine uygun ortam hazırlandığında, genç öğrencilerin dil öğrenme ve başarı dereceleri artar Krashen, 1992 . Ayrıca öğrenciler iyi bir sesletimle İngilizce konuşmaya isteklidirler. Tekerlemeler bu amaç için önemli etkinliklerden biridir ve eğlenceli bir ortamda öğrencilerin konuşma becerilerini geliştirmeleri için öğretmenlere yardımcı olur. Bu vaka çalışmasının amacı, Türkiye'deki İngilizce dil sınıflarında öğrenim gören genç öğrencilerin konuşma becerilerini tekerlemeler yoluyla geliştirip geliştirmediklerini araştırmaktır. Milli Eğitim Bakanlığı 2016-2017 Akademik yılı müfredat programı 4. sınıf öğrencileri için temaları, kazanımları, becerileri ve etkinlikleri özetlemektedir. Ancak, öğrencilerin ihtiyaç ve beklentilerini tam olarak karşılayamamaktadır. Bu nedenle, bu vaka çalışmasının amacı öğrencilerin konuşma becerilerini geliştirmek için öğrenci ders kitabına müfredatla ve konularla uyumlu tekerlemeleri uyarlamaktır. Araştırma, Ordu'daki bir devlet okulundaki 4. sınıf öğrencilerine uygulanmıştır. Veri toplama kaynakları olarak Öğrenci Röportajları, İçsel Motivasyon Envanteri IMI , Sınıf Gözlemleri ve Öğrenci Günlükleri kullanılmıştır. Sonuçlar, tekerlemelerin öğrencilerin konuşma becerilerini geliştirdiğini ve öğrencilerin öğrenim sürecinde oldukça etkili ve yararlı olduklarını ortaya koymuştur

References

  • Brewster, J., Ellis, G., & Girard, Denis (2003). The primary English teacher’s guide. England: Penguin English
  • Burns, Anne., Claire, Stephanie. (2003). Clearly Speaking Pronunciation in Action for Teachers. Sydney: The National Centre for English Language Teaching and Research Macquire University
  • Cameron, Lynne.( 2001). Teaching Languages to Young Learners. United Kingdom: Cambridge University Press
  • Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57(2), 105-112.
  • Carmen, Robert. 2010. “Spoken English: Flourish you Language” available at http://www.sarzaminezaban.com/Data/Articles/Items/2014/6/9788182473485_Spoken_English.pdf [accessed on Februari 28th 2014]
  • Çakır, İ. (2004). Designing activities for young learners in EFL classrooms. . G.Ü. Gazi Eğitim Fakültesi Dergisi: 24 (3).
  • Deci, E. L. & Ryan, R. M. (1985), Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
  • Dornyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 46 – 78.
  • Dörnyei, Z. (1994a). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273-284.
  • Dörnyei, Z. (1994b). Understanding L2 motivation: On with the challenge! The Modern Language Journal, 78 (4), 515-523.
  • Dörnyei, Z. (2000). Motivation in action: Toward a process oriented conceptualization of Student motivation. British Journal of Educational Psychology, 70, 519- 538.
  • Dörnyei, Z. (2001a). Motivational strategies in the language classroom. London: Cambridge University Press.
  • Dörnyei, Z. (2001b). Teaching and researching motivation. Harlow, UK: Pearson Education.
  • Dornyei, Z. & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.). The handbook of second language acquisition (pp. 589–630). Oxford: Blackwell Publishers.
  • Dornyei, Z. (2005). The Psychology of the Language Learner: individual differences in Second Language acquisition. Mahwah, NJ: Dornyei,Z.(2006).Individual differences insecond language acquisition.AILAReview9,42 – 68.
  • Ehevarria, J. (1998). Teaching language minority students in elementary schools (Research Brief No. 1). Santa Cruz, CA, and Washington, DC: Center for Research on Education, Diversity & Excellence. Available: http://www.cal.org/crede/pubs/ResBrief1.htm. Accessed: June 16,2005.
  • Ellis, R.(1985).Understanding Second Language Acquisition.Oxford:OxfordUniversity Press.
  • Harmer, J. (2007). The Practice of English Language Teaching (4th ed.).Longman ELT. IMI(IntrinsicMotivationInventory).Retrieved December, 2013 from: www.selfdeterminationtheory.org
  • Krashen, S.D. (1992). Fundamentals of language education. Torrance, CA: LaredoPublishing
  • Macháčková, Bc., Eva. 2012.Teaching English pronunciation to secondary school students with focus on “th” consonants. Diploma Thesis Masaryk University BRNO
  • M.E.B. (2017). İngilizce Dersi Öğretim Programı: 2-8 Sınıflar. Ankara: Milli Eğitim Bakanlığı
  • Meece, J., L. (2000). Child & adolescent development for educators. New York: McGrow-Hill Companies
  • Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. New York: Longman Inc.
  • Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage.
  • Wenden,A.L.(2002).Learner development in languagelearning.AppliedLinguistics23(1),32-55.
  • Yin, R. (1994). Case study research: Design and methods (2nd ed.). Applied Social Research Methods Series, vo1.5. Thousand Oaks, CA: Sage Publications, Ltd.
  • Wells-Smith Partners. 2012. “The benefits of Tongue Twisters in Speech Therapy” Retrieved from http://www.teachingenglish.org.uk/blogs/admin/tongue-twisters-1on March 20th 2014.

Adaptıng Coursebook Wıth Tounge Twısters In Foreıgn Language Classes Of 4th Grades In Turkısh Prımary Schools In Order To Improve The Speakıng Skılls Of Students

Year 2018, Volume: 3 Issue: 1, 387 - 403, 01.01.2018

Abstract

In modern language learning and teaching methods students’ participation and being active in learning process has become essential in student-centered education. Learning a foreign language of young learners is completely different from adults because of having different mental, emotional and physical characteristics. Moreover teaching atmosphere of young learners should be convenient for them. At that point teachers should arrange the social environment and physical conditions according to students’ abilities, characteristics, attitutes and having fun. When the convenient atmosphere are prepared for young learners by their teachers, they are ready to learn the language and their performance can be accelerated and increased with the help of teachers Krashen, 1992 . Moreover, they are eager to speak English with a good pronunciation. Tounge twisters are one of the important activities for this aim. They can support teachers to improve the speaking skills of students in an enjoyable atmosphere. The purpose of this case study is to investigate whether using tounge twisters in English language classes of young learners in Turkey improve their speaking ability. In Turkey, the curriculum of Ministry of Education of 2016-2017 outlines the themes, functions, skills and activities fort he 4th graders. However, they don’t meet students’ needs and expectations properly. Thus the purpose of this case study was to adapt textbook with tounge twister activities compatible with curriculum in order to improve the speaking skills of students. The study was applied to 4th graders in a state school in Ordu. Student Interviews, Intrinsic Motivation Inventory IMI , Classroom Observations and Student Diaries were utilized as data collection sources. The results showed that tounge twisters are very effective and useful for students’ learning and they improved students’ speaking ability

References

  • Brewster, J., Ellis, G., & Girard, Denis (2003). The primary English teacher’s guide. England: Penguin English
  • Burns, Anne., Claire, Stephanie. (2003). Clearly Speaking Pronunciation in Action for Teachers. Sydney: The National Centre for English Language Teaching and Research Macquire University
  • Cameron, Lynne.( 2001). Teaching Languages to Young Learners. United Kingdom: Cambridge University Press
  • Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57(2), 105-112.
  • Carmen, Robert. 2010. “Spoken English: Flourish you Language” available at http://www.sarzaminezaban.com/Data/Articles/Items/2014/6/9788182473485_Spoken_English.pdf [accessed on Februari 28th 2014]
  • Çakır, İ. (2004). Designing activities for young learners in EFL classrooms. . G.Ü. Gazi Eğitim Fakültesi Dergisi: 24 (3).
  • Deci, E. L. & Ryan, R. M. (1985), Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
  • Dornyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 46 – 78.
  • Dörnyei, Z. (1994a). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273-284.
  • Dörnyei, Z. (1994b). Understanding L2 motivation: On with the challenge! The Modern Language Journal, 78 (4), 515-523.
  • Dörnyei, Z. (2000). Motivation in action: Toward a process oriented conceptualization of Student motivation. British Journal of Educational Psychology, 70, 519- 538.
  • Dörnyei, Z. (2001a). Motivational strategies in the language classroom. London: Cambridge University Press.
  • Dörnyei, Z. (2001b). Teaching and researching motivation. Harlow, UK: Pearson Education.
  • Dornyei, Z. & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.). The handbook of second language acquisition (pp. 589–630). Oxford: Blackwell Publishers.
  • Dornyei, Z. (2005). The Psychology of the Language Learner: individual differences in Second Language acquisition. Mahwah, NJ: Dornyei,Z.(2006).Individual differences insecond language acquisition.AILAReview9,42 – 68.
  • Ehevarria, J. (1998). Teaching language minority students in elementary schools (Research Brief No. 1). Santa Cruz, CA, and Washington, DC: Center for Research on Education, Diversity & Excellence. Available: http://www.cal.org/crede/pubs/ResBrief1.htm. Accessed: June 16,2005.
  • Ellis, R.(1985).Understanding Second Language Acquisition.Oxford:OxfordUniversity Press.
  • Harmer, J. (2007). The Practice of English Language Teaching (4th ed.).Longman ELT. IMI(IntrinsicMotivationInventory).Retrieved December, 2013 from: www.selfdeterminationtheory.org
  • Krashen, S.D. (1992). Fundamentals of language education. Torrance, CA: LaredoPublishing
  • Macháčková, Bc., Eva. 2012.Teaching English pronunciation to secondary school students with focus on “th” consonants. Diploma Thesis Masaryk University BRNO
  • M.E.B. (2017). İngilizce Dersi Öğretim Programı: 2-8 Sınıflar. Ankara: Milli Eğitim Bakanlığı
  • Meece, J., L. (2000). Child & adolescent development for educators. New York: McGrow-Hill Companies
  • Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. New York: Longman Inc.
  • Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage.
  • Wenden,A.L.(2002).Learner development in languagelearning.AppliedLinguistics23(1),32-55.
  • Yin, R. (1994). Case study research: Design and methods (2nd ed.). Applied Social Research Methods Series, vo1.5. Thousand Oaks, CA: Sage Publications, Ltd.
  • Wells-Smith Partners. 2012. “The benefits of Tongue Twisters in Speech Therapy” Retrieved from http://www.teachingenglish.org.uk/blogs/admin/tongue-twisters-1on March 20th 2014.
There are 27 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Manolya Akyüz This is me

Publication Date January 1, 2018
Published in Issue Year 2018 Volume: 3 Issue: 1

Cite

APA Akyüz, M. (2018). Adaptıng Coursebook Wıth Tounge Twısters In Foreıgn Language Classes Of 4th Grades In Turkısh Prımary Schools In Order To Improve The Speakıng Skılls Of Students. Uluslararası Medeniyet Çalışmaları Dergisi, 3(1), 387-403. https://doi.org/10.26899/inciss.55