İngiliz Dili ve Eğitimi Anabilim Dalı Öğrencilerinin Edat-fiillerin Öğrenilmesinde Derlem Tabanlı Materyaller Kullanmalarına Karşı Olan Tutumları

Öz

Bu çalışmanın amacı İngiliz dili ve eğitimi anabilim dalında öğrenim gören 55 Türk öğrencinin üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanmalarına karşı olan tutumlarını anlayabilmektir. Çalışmanın diğer bir amacı da üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanılmasına karşı geliştirilen öğrenci tutumlarının cinsiyete göre dağılımını belirlemektir. Bu çalışmadaki veri anket uygulamasından gelmektedir. Çalışmadaki diğer veri ise öğrencilerle yapılan görüşmelerden elde edilmiştir. Katılımcı öğrencilerin tutum anketine verdikleri yanıtların istatistiksel analizi göstermiştir ki öğrenciler üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanılmasına karşı olumlu tutumlar göstermişlerdir. Ayrıca, öğrencilerle yapılan görüşmelerin analizi göstermiştir ki öğrenciler üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanılmasına karşı oldukça olumlu tutumlar sergilemişlerdir. Cinsiyete göre dağılım analizi ise kız öğrencilerin üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanılmasına karşı erkek öğrencilere göre daha olumlu tutumlar sergilediklerini ortaya çıkarmıştır.

Anahtar Kelimeler

• derlem,derlem tabanlı materyaller,edat-fiiller,cinsiyet,öğrenci tutumları

Perceptions of Turkish EFL Student Teachers Towards Learning Phrasal-prepositional Verbs Through Corpus-based Materials

Abstract

The current study aims to explore the perceptions of 55 Turkish EFL student teachers towards using corpus-based materials in English phrasal-prepositional verb learning. It also explores gender-based differences and similarities towards using such materials in the learning of English phrasal-prepositional verbs. To do so, the study adopted a mixed method approach. The quantitative data were collected through a questionnaire, and the qualitative data were collected through focus-group interviews. The results of the questionnaire revealed that the learners had somewhat positive perceptions of using corpus-based materials in their phrasal-prepositional verb learning. The results of the interviews also showed that the learners enjoyed using corpus-based materials in their phrasal-prepositional verb learning, thereby supporting the questionnaire data. Gender differences that emerged from the study showed that the female learners had higher positive perceptions of using corpus-based materials than the male learners. This study provides further evidence that Turkish EFL learners feel that using corpora in language learning is an effective approach, and language teachers questioning whether to use corpora in language teaching can make use of such sources to help their students learn different aspects of vocabulary in English.

Keywords

• corpora,corpus-based materials,phrasal-prepositional verbs,gender differences

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