ÇOKLU ORTAMLA ÖĞRENME KURAMININ KİŞİSELLEŞTİRME İLKESİNİN İKİNCİ YABANCI DİLDE DİNLEME BECERİLERİ DERSLERİNDE UYGULANMASI

Öz

Bu çalışmanın amacı, çoklu ortamla öğrenme kuramının kişiselleştirme ilkesinin İngilizcenin ikinci yabancı dil olarak öğretildiği bağlamlarda öğrencilerin dinleme performanslarına bir etkisi olup olmadığını araştırmak ve öğrencilerin günlük konuşma tarzıyla edindikleri öğrenim tecrübelerini incelemektir. Çalışma, Türkiye’deki 40 hazırlık okulu öğrencisiyle iki gruba ayrılarak günlük ve resmi konuşma tarzlarıyla hazırlanan çoklu ortam materyallerinin sunumunu içermektedir. Konuşma tarzlarının dinleme performansına yönelik etkisini ölçmek için, ön test, son test ve çoklu ortam sunuları uygulanmıştır. Bakış açıları için anket ve yarı yapılandırılmış görüşmeler yürütülmüştür. Bulgular, her iki grubun da ilerleme gösterdiğini fakat günlük dilde çalışan ve resmi dilde çalışan gruplar arasında kayda değer bir fark olmadığını göstermiştir. Buna karşın, çoğu öğrenci, bu konuşma tarzına yönelik olumlu düşünce ve duygularını ifade etmiştir.

Anahtar Kelimeler

• kişiselleştirme ilkesi
• günlük
• resmi
• dinleme
• çoklu ortam

APPLYING THE PERSONALIZATION PRINCIPLE OF MULTIMEDIA LEARNING THEORY IN SECOND LANGUAGE LISTENING CLASSES

Abstract

Earlier works in various contexts investigated the effectiveness of personalization principle of Multimedia Learning Theory (MLT). According to MLT, better learning outcomes can be achieved when instructional material is delivered through conversational speaking style rather than formal style. However, no conclusion has been drawn on the issue that the personalization principle is effective in every condition. This study investigated whether the personalization principle has any effect on second language listening performance and aimed to explore students’ perceptions towards the conversational style. The study was conducted in Turkish EFL context with 40 preparatory school college students by providing them multimedia presentations either in conversational or formal style for four weeks. As for student perceptions towards the conversational style, a questionnaire and a semi-structured interview were applied. The findings of the study showed that there is no significant difference between the styles on second language listening achievement. However, most of the students expressed their positive opinions and feelings towards their experience with the conversational style and found it friendly and authentic.

Keywords

• personalization principle
• formal
• conversational
• listening
• multimedia

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