Yaygın Okumanın Yabancı Dil Olarak İngilizce Öğrenen Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi
Abstract
Bu çalışma, seviyeli hikâye kitabı okumanın üniversitede hazırlık öğrencilerinin okuduğunu anlama puanları üzerindeki etkilerini araştırmıştır. Çalışmaya Selçuk Üniversitesi Yabancı Diller Yüksekokulu'ndan (YDYO) 30 öğrenci katılmıştır. Çalışmanın başında her biri 15 öğrenciden oluşan kontrol ve deney grubu olmak üzere iki grup oluşturulmuştur. Her iki grup da geleneksel YDYO sınıflarına devam etmiştir; deney grubu ayrıca müfredat dışı bir etkinlik olarak yaygın okuma programına katılmıştır. Program, akademik yılın ikinci döneminde uygulanmıştır. Grupların okuduğunu anlama gelişimi, YDYO tarafından hazırlanan üçüncü ve dördüncü ara sınavların bir parçası olarak verilen okuduğunu anlama testleri ile değerlendirilmiştir. Bulgular, deney grubundaki öğrencilerin, yaygın okuma programının sonunda kontrol grubundakilerden önemli ölçüde daha yüksek puan aldığını göstermiştir. Ayrıca, okuma miktarının öğrencilerin okuma anlama puanları üzerinde anlamlı bir etkiye sahip olduğu görülmüştür; daha çok kitap okuyan öğrenciler daha az okuyanlara kıyasla okuduğunu anlamada daha fazla gelişim kaydetmişlerdir. Sonuç olarak, çalışma, yaygın okumanın yabancı dil olarak İngilizce öğrenen öğrencilerin okuma gelişimi üzerinde olumlu bir etkiye sahip olduğunu ortaya koymuştur.
Keywords
References
- Bamford, J., and Day, R. R. (2004). Extensive reading activities for teaching language. New York, NY: Cambridge university press.
- Brown, D.S. (1988). “A World of Books: An Annotated Reading List for ESL/EFL Students”. Teachers of English to Speakers of Other Languages (2nd ed.). Washington DC.
- Day, R. R. and Bamford, J. (1998). Extensive reading in the second language classrooms. Cambridge: Cambridge university press.
- Day, R. R. and Bamford, J. (2000). “Reaching reluctant readers”. English Teaching Forum, 38(3), 12-17.
- Harmer, J. (2002). The Practice of English Language Teaching, 3rd ed. London: Longman.
- Krashen, S. D. (1993). The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited
- Long, Michael. and Richards, J. (1987). Methodology in TESOL. Boston: Heinle and Heinle Publishers.
- Martinez, A.G. (2002) Authentic Materials: An Overview on Karen's Linguistic Issues -http://www3.telus.net/linguisticsissues/authenticmaterials.html
- Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd Ed.). Oxford: Heinemann
- Richard, J.C. (2001) Curriculum Development in Language Teaching Cambridge C.U.P
- Robb, T. and Susser, B. (1989). “Extensive reading vs. skills building in an EFL context”. Reading in a Foreign Language, 5(2), 239-251.
- Sims, J. M. (1996). A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students (Order No. 9700193). Available from ProQuest Dissertations & Theses Global. (304291562). Retrieved from https://search.proquest.com/docview/304291562?accountid=16935
- Walker, Carolyn. (1997). A Self Access Extensive Reading Project Using Graded Readers. Reading in a Foreign Language. 11. 121-149
- Waring, R. (2000). The Oxford University Press Guide to the Why and How of Using Graded Readers. Tokyo: Oxford university press. Retrieved March 12, 2003 from: http://www.oupjapan.co.jp/jr_sr/pdf/Guide_to_Graded_Readers_e.pdf
- Weitz, W. E. (2003). Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition (Order No. 3103978). Available from ProQuest Dissertations & Theses Global. (305322233). Retrieved from https://search.proquest.com/docview/305322233?accountid=16935
Abstract
This study investigated the effects of reading graded readers on the reading comprehension scores of the prep students at university. 30 EFL students from School of Foreign Languages (SOFL) in Selcuk University participated in the study. Two groups, control and experimental group, each consisting of 15 students were formed at the beginning of the study. Both groups attended traditional language classes of SOFL, and the experimental group was additionally involved in an extensive reading program as an extra-curricular activity. The program was performed in the second semester of the academic year. Reading comprehension development of the groups was assessed by means of reading comprehension tests given as part of the third and fourth mid-term exams set by SOFL. Findings indicated that students in the experimental group scored significantly higher than those in the control group at the end of the extensive reading program. Also, the amount of reading had a significant effect on the reading comprehension scores of the students; students who read more books achieved more reading comprehension development in comparison to those who read less. Consequently, results of the study revealed that extensive reading had a positive effect on the reading development of EFL students.
References
- Bamford, J., and Day, R. R. (2004). Extensive reading activities for teaching language. New York, NY: Cambridge university press.
- Brown, D.S. (1988). “A World of Books: An Annotated Reading List for ESL/EFL Students”. Teachers of English to Speakers of Other Languages (2nd ed.). Washington DC.
- Day, R. R. and Bamford, J. (1998). Extensive reading in the second language classrooms. Cambridge: Cambridge university press.
- Day, R. R. and Bamford, J. (2000). “Reaching reluctant readers”. English Teaching Forum, 38(3), 12-17.
- Harmer, J. (2002). The Practice of English Language Teaching, 3rd ed. London: Longman.
- Krashen, S. D. (1993). The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited
- Long, Michael. and Richards, J. (1987). Methodology in TESOL. Boston: Heinle and Heinle Publishers.
- Martinez, A.G. (2002) Authentic Materials: An Overview on Karen's Linguistic Issues -http://www3.telus.net/linguisticsissues/authenticmaterials.html
- Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd Ed.). Oxford: Heinemann
- Richard, J.C. (2001) Curriculum Development in Language Teaching Cambridge C.U.P
- Robb, T. and Susser, B. (1989). “Extensive reading vs. skills building in an EFL context”. Reading in a Foreign Language, 5(2), 239-251.
- Sims, J. M. (1996). A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students (Order No. 9700193). Available from ProQuest Dissertations & Theses Global. (304291562). Retrieved from https://search.proquest.com/docview/304291562?accountid=16935
- Walker, Carolyn. (1997). A Self Access Extensive Reading Project Using Graded Readers. Reading in a Foreign Language. 11. 121-149
- Waring, R. (2000). The Oxford University Press Guide to the Why and How of Using Graded Readers. Tokyo: Oxford university press. Retrieved March 12, 2003 from: http://www.oupjapan.co.jp/jr_sr/pdf/Guide_to_Graded_Readers_e.pdf
- Weitz, W. E. (2003). Sustained silent reading with non-native speakers of English: Its impact on reading comprehension, reading attitude, and language acquisition (Order No. 3103978). Available from ProQuest Dissertations & Theses Global. (305322233). Retrieved from https://search.proquest.com/docview/305322233?accountid=16935
Details
| Primary Language | English |
|---|---|
| Subjects | Language Studies |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | December 23, 2019 |
| Acceptance Date | September 24, 2019 |
| Published in Issue | Year 2019 Volume: 2 Issue: 2 |
