Diller Arası Geçişlilik ile İlkokul Öğrencilerine İngilizce Kelime Öğretimi

Abstract

Geniş anlamda translanguaging (diller arası geçişlilik); dil öğrenenlerin dilsel kaynaklarını kullanımı, ana dil ile diğer diller arasındaki etkileşim ve dil öğrenimi için pedagojik bir strateji gibi çok dilliğin birçok boyutuna atıfta bulunur. Bizim çalışmamızda bu kavram, pedagojik bir yaklaşımı ifade etmektedir. Çalışma, Antalya’daki (Türkiye) bir özel ilkokulda öğrenim gören 4. sınıf düzeyindeki 41 öğrencinin katılımıyla gerçekleştirilmiş ve diller arası geçişlilik yöntemi aracılığıyla İngilizce kelime öğretimine odaklanmıştır. Bu araştırma, ilköğretim düzeyindeki dil eğitiminde kelime öğretimi için bir pedagojik strateji olarak diller arası geçişliliğin etkilerini belirlemeyi amaçlamıştır. Çalışmanın uygulama sürecinde, diller arası geçişliliğin etkinliklerinden oluşan dört haftalık bir kelime öğretim planı uygulanmıştır. Uygulama öncesinde, kontrol ve deney gruplarının İngilizce kelime bilgilerini ölçmek amacıyla bir ön-test yapılmıştır. Uygulama sonunda ise her iki gruba da son-test uygulanmıştır. Ön-test ve son-testlerden elde edilen veriler t-testi analizleri kullanılarak incelenmiştir. Araştırmanın sonuçları, ilkokul öğrencilerine İngilizce kelime öğretiminde hem diller arası geçişlilik yönteminin hem de sadece İngilizce (English-only) yaklaşımının etkili olduğunu ortaya koymuştur.

Keywords

• Yabancı Dil Olarak İngilizce
• Kelime Öğretimi
• İlkokul Öğrencileri
• Diller Arası Geçişlilik

Vocabulary Teaching to Primary School Students via Translanguaging

Abstract

Translanguaging encompasses multiple aspects of multilingualism, including the utilization of learners' linguistic resources, interactions between the mother tongue and additional languages, and its role as a pedagogical strategy for language learning. In this study, translanguaging is conceptualized as a pedagogical tool. This study focused on teaching English vocabulary to Turkish primary school students using translanguaging methods. This study aimed to examine the effects of translanguaging as a pedagogical strategy for vocabulary instruction in primary language education. The study involved 41 fourth-grade students from a private primary school in Antalya, Türkiye (Turkey). A four-week vocabulary teaching plan that incorporated translanguaging activities was implemented. Prior to the intervention, both the control and experimental groups completed a pre-test to assess their English vocabulary knowledge. A post-test was administered to both groups at the end of the intervention. Data from the pre- and post-tests were analyzed using t-test procedures. The findings indicate that both translanguaging and English-only instructional approaches are effective in teaching English vocabulary to primary school students.

Keywords

• English as a Foreign Language
• Vocabulary Teaching
• Primary School Students
• Translanguaging

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