Öğrencilerin yazma çalışmalarında dilbilgisi dersinin rolü- Düzce Üniversitesinde vaka incelemesi

Year 2018, Issue: 13, 73 - 83, 30.12.2018

Zeynep Övdür Uğurlu Özge Ünver

https://doi.org/10.29000/rumelide.504252

Abstract

Türkiyede, İngilizce
öğretimi ilkokul 2.sınıfta başlayıp yüksek öğrenimde devam etmektedir. Dil
öğretimine harcanan  bu fazla zamanın,
öğrencilerin yeterlilik düzeyine ve İngilizceyi kullanabilme  becerilerine 
yansıması beklenmektedir. Öğrencilerin İngilizce seviyelerini, somut
olarak yansıtabilecekleri ürünler; öğrenciler için öğrenme aracı olarak da
kullanılabilen kendi kompozisyonlarıdır (Raimes, 1983). Öğrenciler yazarken
sadece akıllarındaki fikirleri transfer etmezler, ayrıca dilbilgisi ve kelime
bilgilerini de kullanarak doğruluk kazanmaya çalışırlar. İngilizce öğretirken
beceri temelli yaklaşım kullanımı uzun zamandır yaygın olan bir uygulamadır. Bu
programlarda bazen kelime ve dilbilgisi öğretimi ayrı dersler olarak mevcut
olabilir. Bu
çalışmanın yapıldığı üniversitede, İngilizce hazırlık sınıfı seçmelidir ve bir
akademik yılda haftada on saatlik okuma-yazma, on saatlik dinleme-konuşma ve
dört saatlik dilbilgisi dersleri vardır. Beceri-temelli bu programda,
dilbilgisi, öğrencilerin daha hatasız bir şekilde üretken becerilerini
geliştirmelerine yardımcı olan esas unsur olarak düşünülmektedir. Dolayısıyla,
bu çalışmanın temel amacı dilbilgisi derslerinin öğrencilerin yazıları üzerinde
nasıl bir rol oynadığını ortaya koymaktır. Bu çalışma vaka incelemesi olarak
tasarlandığı için, üzerinde çalışılmak üzere bir sınıf seçilmiştir ve bu
sınıftaki öğrencilerin yazma portfolyoları bir araya getirilerek 2017/2018
akademik yılının başından sonuna kadar verilen her bir ödev analiz edilmiştir.
Veriler öğrencilerin yazılarındaki dilbilgisi unsurları analiz edilerek
toplanmıştır ve işlenen dilbilgisi konuları ve bu konuların yazma
çalışmalarındaki kullanımı arasında bir eşleşme olup olmadığını görmek için bir
kıyaslama yapılmıştır.

Keywords

İngilizce hazırlık sınıfı, dilbilgisi, İngilizce öğretimi, yazma

The role of grammar courses in students’ writing products: a case study in Düzce University

Abstract

In Turkey, English is taught in all state schools
beginning in the second grade of the primary schools and continuing in the
higher education. This huge amount of time period spent on language teaching is
expected to be seen in students’ proficiency levels and in the way they can use
English. The products in which they can reflect their levels of English
perceptibly are their compositions, which can also be used as learning tools
for learners (Raimes, 1983). While writing, learners do not only transfer the
ideas in their minds, they also try to gain accuracy by using their vocabulary
and grammar knowledge. While teaching English, following a skill-based approach
in language programs has been a common practice for a long time. Those programs
may sometimes include the teaching of vocabulary and grammar as separate
courses. In the university where this research study was conducted, English
preparatory year is optional, and there are ten-hour-a-week reading-writing,
ten-hour-a-week listening-speaking and four-hour-a-week grammar courses in an
academic year. In this skill-based program, grammar is thought to be an
essential element to help students improve their productive skills in a more
accurate manner. Therefore, the main purpose of this study is to reveal what
kind of a role grammar courses have on the students’ writings. As this study
was designed as a case study, one class was chosen to be studied on, and their
writing portfolios were gathered and each assignment from the beginning until
the end of the 2017/2018 academic year was analyzed. The data were collected by
analyzing the grammar components of students’ writings and a comparison was
made in order to see whether there was a match between the order of grammar
topics covered and the use of them in the writing products.

Keywords

English preparatory year, grammar, teaching English, writing

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