Yabancı Dil Olarak İngilizce Öğrenen Türk Öğrencilerin İlgi Alanına Dayalı Okuma ile Sözlüksel Bilgilerinin Geliştirilmesi

Year 2020, Volume: 6 Issue: 1, 72 - 87, 25.04.2020

Fatma Demiray Akbulut

https://doi.org/10.31464/jlere.547720

Cited By: 1

Abstract

ABSTRACT: Vocabulary acquisition in terms of lexical knowledge is one of the basic elements of second language acquisition. Interesting reading studies presented in the classroom positively affect the learners’ acquisition of new words. In this context, this study aims to demonstrate that Turkish EFL learners have a positive effect on vocabulary knowledge by the help of topic interest-based reading passages. This study, which was carried out experimentally in the context of pre-test and post-test, was conducted with 52 Turkish EFL learners who were divided into two groups as experimental and control. While the experimental group was exposed to reading components for 10 weeks, the control group was trained with traditional reading passages. According to the results, vocabulary knowledge of the students who were exposed to topic interest-based reading passages increased significantly when they were compared to the other group. Consequently, interesting reading activities increase vocabulary knowledge of the students incidentally.

Keywords: Lexical Knowledge, reading skill, topic interest-based reading, incidental vocabulary acquisition

Keywords

: Sözcüksel Bilgi, okuma becerisi, ilgi alanına dayalı okuma, tesadüfi sözcük edinimi

Improving Turkish EFL Learners’ Lexical Knowledge through Topic Interest-Based Reading

Abstract

ABSTRACT: Vocabulary
acquisition in terms of lexical knowledge is one of the basic elements of
second language acquisition. Interesting reading studies presented in the
classroom positively affects the learners’ acquisition of new words. In this
context, this study aims to demonstrate that Turkish EFL learners have a
positive effect on the vocabulary knowledge by the help of topic interest-based
reading passages. This study, which was carried out experimentally in the
context of pre-test and post-test, was conducted with 52 Turkish EFL learners who
were divided into two groups as experimental and control. While the
experimental group was exposed to reading components for 10 weeks, the control group
was trained with traditional reading passages. According to the results,
vocabulary knowledge of the students who were exposed to topic interest-based
reading passages increased significantly when they were compared to the other
group. Consequently, interesting reading activities increase vocabulary
knowledge of the students incidentally.

Keywords: Lexical
Knowledge, reading skill, topic interest-based reading, incidental vocabulary
acquisition

Keywords

Lexical Knowledge, reading skill, topic interest-based reading, incidental vocabulary acquisition

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