İngilizcenin Yabancı Dil Olarak Okutulduğu Sınıflarda Farklı Aksanların Dinleme Becerisine Etkileri

Year 2019, Volume: 14 Issue: 20, 1369 - 1394, 31.12.2019

Dilek Büyükahıska , Ahmet Can Uyar

https://doi.org/10.26466/opus.610859

Abstract

Dinleme becerisi İngilizcenin yabancı dil olarak okutulduğu sınıflarda
genellikle ders kitapları için özel olarak hazırlanmış ve gerçek hayattaki
iletişim görüntüsünü tam olarak yansıtmayan, kusursuz bir İngiliz aksanıyla kaydedilmiş
dinleme metinleri ile çalışılmaktadır. Dilin farklı coğrafyalardaki
insanlar tarafından kullanılması sonucu bu insanlar kendilerine özgü konuşma
biçimleri ortaya koyarlar. İngilizce dünya genelinde ortak dil olarak
kullanıldığından, aksanlar bu çeşitliliğin ayırt edici özelliklerindendir. Bu
bağlamda, öğrencilerin dinleme becerilerini geliştirmek için çoğu dil
sınıflarında olduğu gibi sadece İngiliz aksanı ile konuşan kişilerden oluşan
kayıtlar kullanmanın ne kadar doğru olduğu tartışmalı bir konudur. Bu nedenle
bu çalışma bir grup ortaokul öğrencisinin sınıf ortamında duymaya alışık
olduklarından farklı konuşan insanları ne derecede anlayabildiklerini
araştırmayı ve bu dereceleri karşılaştırmayı amaçlamaktadır. Çalışma 22, 7.
sınıf öğrencisinin katılımıyla yürütülmüştür. Öğrenciler her bir kayıtta farklı
bir milletten, farklı bir aksanla konuşan insanların olduğu bir grup dinleme
testine tabi tutulmuşlardır. Test sonuçları incelenip değerlendirildikten sonra
dinlediğini anlama becerisi kapsamında test sonuçları birbiriyle
karşılaştırılarak, dil sınıflarında aksan farklılıkları bilincinin
oluşturulmasının önemi tartışılmıştır. Son olarak, çalışmanın sonuçları
ışığında, yabancı dil sınıflarında dinleme becerilerinin geliştirilmesi için
çeşitli çıkarımlar yapılmıştır. 

Keywords

Dinleme, dinlediğini anlama, aksan

The Effects of Different Accents on Listening Comprehension in EFL Classes

Abstract

Listening skill is practised in English as a foreign
language (EFL) classes by the help of listening texts prepared for the
coursebooks with a pure British accent which may not reflect the natural
communication elements that the learners will face throughout their ordinary
lives. As a consequence of the use of English in different geographies,
non-native speakers have produced a variety of Englishes. Since English
language is used as a lingua franca, accent is one distinctive matter of this
diversity. In this context, it is controversial to what extent it is correct to
improve learners’ listening skills with the tapes recorded in one type of
accent, which is the case today in most of the EFL classes. Therefore, this study aims to
investigate a sample of secondary school students to evaluate and compare their
listening skills in comprehending different accents of English. To this end,
participants were subjected to a group of listening tests. A total of 22, 7th
grade students participated in the study. Test results were assessed and
evaluated, comparisons in the sense of comprehension levels between different
tapes were provided. Next, the necessities of developing awareness of different
accents in EFL classes were discussed. Finally, based on the results of the
study, several practical implications for developing listening skills in EFL classrooms were drawn.

 

Keywords

Listening, listening comprehension

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