İçerik ve Dil Entegreli Öğrenme Metodunun Uygulandığı ve Uygulanmadığı Ortamlardaki Öğrencilerin Okuma Becerileri ve Kelime Dağarcıkları: Bir Karşılaştırma Çalışması

Year 2019, , 101 - 113, 23.12.2019

Dilan Bayram , Rukiye Özlem Öztürk Derin Atay

https://doi.org/10.35207/later.639337

Cited By: 3

Abstract

İçerik ve Dil Entegreli
Öğrenme metodu, dilin ve içeriğin dil aracılığıyla öğrenildiği, öğrencilere
kendi bağlamında anlamlı öğrenme deneyimi sunarak çift odaklı bir dil ve içerik
öğrenimi sağlar. Yapılan çalışmalar her ne kadar İçerik ve Dil Entegreli
Öğrenme metodunun öğrencilerin kelime bilgisi ve okuma becerileri üzerinde olumlu
etkileri olduğunu gösterse de, Türkiye bağlamında bu alandaki çalışmalar
yetersizdir. Bu nedenle, bu çalışma İçerik ve Dil Entegreli Öğrenme metodunun
uygulandığı ortamlarda eğitim alan öğrencilerin okuma becerileri ve kelime bilgilerinin
bu ortamda eğitim almayan öğrencilerden ne kadar farklılık gösterdiğini
araştırmayı amaçlamaktadır. Veriler 124 tane beşinci sınıf öğrencisinden
İngilizce testi (Cambridge KET), 2.000 kelime sıklık bandındaki Kelime Seviye
Testi (Schmitt, Schmitt, & Clapham, 2001), ve Kelime Bilgisi Ölçeği’nin
(Paribakht & Wesche, 1997) uyarlanmış versiyonu ile toplanmıştır. Sonuçlar,
İçerik ve Dil Entegreli Öğrenme metodunun uygulandığı ortamlarda eğitim alan
öğrencilerin bu ortamda eğitim almayan akranlarından okuma becerisi, algısal ve
üretimsel kelime bilgisi açısından anlamlı bir şekilde daha iyi olduklarını
göstermiştir.

Keywords

içerik ve dil entegreli öğrenme, okuma becerisi, kelime dağarcığı, karşılaştırma çalışması

Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study

Abstract

Content and Language Integrated Learning (CLIL) has a dual focus both on content and language teaching in which students learn through and about language and provides contextualized and meaningful situations. Although studies on the impact of CLIL on learners’ vocabulary knowledge and reading comprehension have mostly positive results, related research is highly limited in Turkish context. Thus, this study aims to examine to what extent CLIL students differ from non-CLIL students in terms of their reading comprehension and vocabulary size (i.e. receptive and productive). Data were collected from 124 fifth-grade students by means of the reading parts of the Cambridge Key English Test, the 2,000-word frequency-band of the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001), and the adapted version of the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Results of the study showed that the CLIL students significantly outperformed their non-CLIL counterparts in reading comprehension, receptive and productive vocabulary knowledge.

Keywords

CLIL, reading comprehension, vocabulary size, comparative study

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