Türkçe (İkinci Dil) ve İngilizce (Yabancı Dil) Eğitiminde Dinamik Kullanım Temelli Yaklaşımla Dil Girdisinin ve Dile Düzenli Maruz Kalmanın Etkisini Ortaya Çıkarma

Year 2024, Issue: 15, 846 - 865, 28.04.2024

Erçin Ayhan , Asma Altrhoni

https://doi.org/10.51531/korkutataturkiyat.1445652

Abstract

Çalışmanın odak noktası, ikinci/yabancı dil öğrenenlerin etkileşim ve iletişim sırasında yaygın olarak sorunlu oldukları konuşma becerileridir. Katılımcılar bir dereceye kadar etkili iletişim kurabilmektedir; ancak konuşma akıcılığı ve doğruluğu konusunda problem yaşamaktadırlar. Çalışmada, Dinamik Kullanım Temelli Yaklaşımın (DKY) ikinci/yabancı dil öğrenenlerin konuşma becerilerini geliştirmedeki etkinliğini araştırmak amaçlanmıştır. Çalışma kapsamında, yaşları 18 ile 22 arasında değişen 120 ikinci/yabancı dil öğrencisi yer almıştır. Nicel bir yarı deneysel çalışma deseni kullanılarak, çalışma dört adet B1 seviyesinde ikinci dil (Türkçe) ve yabancı dil (İngilizce) sınıfında yürütülmüştür. Çalışma dört hafta sürmüş ve toplam 12 dersi kapsamıştır. Çalışmada DKY'nin yanı sıra, dil maruziyetini artırmak ve gerçek dünya koşullarında pratik dil kullanımını teşvik etmek için filmlerin sistematik gözlem ve analizini içeren "Film yöntemi" kullanılmıştır. Çalışma bir ön test, uygulama, son test ve anketi içermektedir. Katılımcılar rastgele atama yoluyla deney ve kontrol gruplarına ayrılmıştır. Sonuçları incelemek için Bağımsız Örneklem T-Testi ve anket verilerinin betimsel analizi kullanılmıştır. Sonuçlar, DKY'nin deney gruplarında etkinliğini kanıtladığını ve öğrencilerin konuşma becerilerini geliştirmelerine yardımcı olmak için potansiyel olarak kullanılabileceğini göstermektedir. Eğitmenlerinden olağan talimatları alan kontrol gruplarının benzer son test puanlarına ulaştığı gözlemlenmiştir. Deney sınıflarının gelişimi önemli ölçüde farklılık gösterirken, sonuçlar DKY'nin genel sözlü becerilerin kazanılmasında daha faydalı olduğunu göstermektedir. Anket ayrıca bir güven ölçütü de içermektedir. Verilere göre, deneysel sınıflardaki öğrencilerin D2'yi kullanma olasılığı kontrol gruplarındakilere göre daha yüksektir.

Keywords

Dinamik kullanım temelli yaklaşım, bilişsel dilbilim, kullanım temelli yaklaşım, konuşma becerisi.

Unveiling the Impact of Language Input and Regular Exposure to Language in Turkish (Second Language) and English (Foreign Language) Education Through a Dynamic Usage-Based Approach

Abstract

The focus of the study is on the commonly problematic speaking skills of second/foreign language learners during interaction and communication. The participants are able to communicate effectively to some extent; however, they struggle with speaking fluency and accuracy. Consequently, the potential purpose is to investigate the efficacy of the Dynamic Usage-Based Approach (DUB) in developing second/foreign language learners' speaking skills. Under investigation were 120 second/foreign language learners between the ages of 18 and 22. Using a quantitative quasi-experimental study design, the study was conducted in four intact B1 level second language (Turkish) and foreign language (English) classes. The research lasted four weeks and included a total of 12 classes. The DUB was used in the study, as well as the "Movie method," which involves systematic observation and analysis of films to increase language exposure and foster practical language use in real-world circumstances. The study included a a pre-test, treatment, post-test, and questionnaire. The participants were divided into experimental and control groups through random assignment. The Independent Sample T-Test was used to examine the results, as well as a descriptive analysis of the questionnaire data. The results indicate that the DUB has proven its efficacy in experimental groups and could potentially be used to help students enhance their speaking skills. It was observed that the control groups, who received the usual instructions from their instructors, attained comparable post-test scores. While the development of the experimental classes differed significantly, the results indicate that DUB is more beneficial for acquiring overall oral skills. The questionnaire also included a measure of confidence. Students in the experimental classes were more likely to use L2 than those in control groups, according to the data.

Keywords

Dynamic usage-based approach, cognitive linguistics, usage-based approach, speaking skill.

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