Öz
This study aims at investigating comic strips and assessing the probable effect of using comics as reading
material for improving Turkish intermediate EFL learners reading, and finding out the probable effect of
comics on students’ comprehension of comics and accordingly other reading materials. 91 Turkish
teenage intermediate EFL learners from fifth and sixth grade students at Final School in Erzurum were
divided into control and experimental group. A Nelson Proficiency Test was ordered to define the
similarity of the two groups. The analysis showed that the experimental group students’ reading was
improved significantly at the end of the reading program.
Anahtar Kelimeler
Kaynakça
- Arkian, A. (2008). “Topics of reading passages in ELT course books: What do our students really read?” The Reading matrix, 8 (2), 70-85.
- Arlin, M. N. & Roth, G. (1978). Pupils' use of time while reading comics and books. American Educational Research Journal, 5 (2), 201-216.
- Brown, H.D. (2001). (2ed). “Teaching by principles: An interactive approach to language pedagogy”. New York: Addison Wesley Longman, Inc. p.72
- Csabay, N. (2006). “Using Comic Strips in Language Classes”. English Teaching Forum On- Line, http://www.exchanges.state.gov/forum/vols/vol44/no1/p24.htm 24-26. Retrieved on February 3, 2015 from,
- Davis, R.S. (1997). “Comics: A multi-dimensional teaching aid in Integrated-skills Classes”. Studies in Social Sciences and Humaities Journal. Retrieved on February 25, 2015 from, http://www.esl-lab.com
- Derrick, J. (2008). “Using Comics with ESL/EFL Students”. TESL Journal, 14(7).
- Fowler, W.S. & Coe, N. (1976). Nelson English language Tests. Canada: Nelson and Sons Ltd.
- Krashen, S. D. (2004b). Applying the comprehension hypothesis: Some suggestions
- Lin, Ch. (2003). “Literacy Instruction through Communicative and visual Arts”. ERIC Clearinghouse on reading, English and Communication”. Retrieved on October 8, 2015 from http://www.indiana.edu
- Liu, J. (2004). Effects of Comic Strips on L2 Learners’ Reading Comprehension. TESOL QUARTERLY, 38 (2), 225-243.
- Oller, J. W. (1983). “Story Writing principles and ESL teaching” .TESOL Quarterly, 17(1), 39- 35.
- xford Dictionary of English. (2005). (revised edition). Ed. Catherine Soanes & Angus Stevenson. Oxford: Oxford University Press.
- Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Erlbaum.
- Schmitt, N. (2002).An introduction to applied linguistics. New York: Arnold.
- Templer, B. (2009). “Graphic novels in the ESL classroom”. Major Article, 11(3). Retrieved on July 20, 2015 from. http://www.hltmag.co.uk/june09/mart03/htm
KARİKATÜRLERİN İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN ÖĞRENCİLERİN OKUDUĞUNU ANLAMA BECERİLERİNE ETKİSİ
Öz
Bu çalışmanın amacı, Türkiye’deki İngilizce ders kitaplarında ihmal edilen bir tür olan çizgi romanların niteliğine ışık tutmak ve okuma malzemesi olarak çizgi roman kullanımının ortaokul seviyesinde İngilizce öğrenen Türk öğrencilerin üzerindeki muhtemel etkisini ortaya koymaktır. Bu araştırma için, ortaöğretim seviyesinde İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerden iki grup seçildi. Katılımcılar Erzurum Final Ortaöğretim Okulu’ndan 91 beşinci ve altıncı sınıf öğrencisinden oluşturuldu. Bu iki grubun homojenliğini belirlemek için bir Nelson Seviye testi uygulandı. Analiz, öğrencilerin okuma programı sonunda önemli düzeyde artmış olduğunu gösterdi. Deney grubu öğrencilerinin okuma motivasyonunun çizgi roman okuma ile yüksek ölçüde ilişkili olduğu bulundu.
Anahtar Kelimeler
Komik Komik Hikaye Okuma Anlama Yabancı Dil Olarak İngilizce Orta Seviye.
Kaynakça
- Arkian, A. (2008). “Topics of reading passages in ELT course books: What do our students really read?” The Reading matrix, 8 (2), 70-85.
- Arlin, M. N. & Roth, G. (1978). Pupils' use of time while reading comics and books. American Educational Research Journal, 5 (2), 201-216.
- Brown, H.D. (2001). (2ed). “Teaching by principles: An interactive approach to language pedagogy”. New York: Addison Wesley Longman, Inc. p.72
- Csabay, N. (2006). “Using Comic Strips in Language Classes”. English Teaching Forum On- Line, http://www.exchanges.state.gov/forum/vols/vol44/no1/p24.htm 24-26. Retrieved on February 3, 2015 from,
- Davis, R.S. (1997). “Comics: A multi-dimensional teaching aid in Integrated-skills Classes”. Studies in Social Sciences and Humaities Journal. Retrieved on February 25, 2015 from, http://www.esl-lab.com
- Derrick, J. (2008). “Using Comics with ESL/EFL Students”. TESL Journal, 14(7).
- Fowler, W.S. & Coe, N. (1976). Nelson English language Tests. Canada: Nelson and Sons Ltd.
- Krashen, S. D. (2004b). Applying the comprehension hypothesis: Some suggestions
- Lin, Ch. (2003). “Literacy Instruction through Communicative and visual Arts”. ERIC Clearinghouse on reading, English and Communication”. Retrieved on October 8, 2015 from http://www.indiana.edu
- Liu, J. (2004). Effects of Comic Strips on L2 Learners’ Reading Comprehension. TESOL QUARTERLY, 38 (2), 225-243.
- Oller, J. W. (1983). “Story Writing principles and ESL teaching” .TESOL Quarterly, 17(1), 39- 35.
- xford Dictionary of English. (2005). (revised edition). Ed. Catherine Soanes & Angus Stevenson. Oxford: Oxford University Press.
- Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Erlbaum.
- Schmitt, N. (2002).An introduction to applied linguistics. New York: Arnold.
- Templer, B. (2009). “Graphic novels in the ESL classroom”. Major Article, 11(3). Retrieved on July 20, 2015 from. http://www.hltmag.co.uk/june09/mart03/htm
Ayrıntılar
| Diğer ID | JA25JU55UA |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Şubat 2016 |
| Yayımlandığı Sayı | Yıl 2016 Sayı: 6 |