İçerik temelli yazma öğretiminin öğrencilerin ingilizce yazma becerileri üzerine etkileri

Year 2018, Issue: 13, 207 - 219, 30.12.2018

Zennure Elgün Gündüz

https://doi.org/10.29000/rumelide.504944

Abstract

Yabancı/ikinci dil öğretiminin başlıca
amaçlarından biri, dil öğrencilerinin yazma becerilerini geliştirmektir.
Yabancı dil öğretmenleri tarafından sıkça tercih edilen yöntemlerden birisi,
öğrencilere yabancı dilin kelime ve dilbilgisi yapısını öğreterek bu yabancı
dilde otomatik bir şekilde yazmalarını beklemek olabilmektedir. Bu şekildeki
yapı-odaklı geleneksel yöntemin bir alternatifi yazma öğretiminin bir tema veya
bir içerik etrafında düzenlenerek, öğrencilerin sadece dilbilgisi yapılarını
değil aynı zamanda belli bir bağlam içinde sunulan konuları da öğrenmelerini
sağlamak olabilir. Söz konusu çalışma, bu iki yöntemin Türkiye’de bir devlet
üniversitesindeki yabancı dil öğrencilerinin yazma becerileri üzerine
etkilerini incelemeye çalışmıştır. Bu iki yaklaşım arasında bir karşılaştırma
yapmak için iki grup deney ve kontrol grupları olarak belirlendi ve bu gruplara
çalışmaya konu olan iki yaklaşıma göre düzenlenmiş olan yabancı dilde yazma
dersleri verildi. Araştırma, öntest-sontest araştırma desenine sahip
yarı-deneysel bir çalışmadır. Çalışmanın sonuçları, içerik temelli yazma
öğretiminin öğrencilerin yabancı dilde yazma becerilerini geliştirmede
geleneksel yöntemden daha etkili olduğunu ortaya koymaktadır.

Keywords

Yabancı dil öğretimi, yabancı dilde yazma, içerik temelli öğretim

Exploring the effects of content-integrated writing instruction on students’ English writing skills in an EFL context

Abstract

One of the main purposes of foreign/second
language instruction is to improve language learners’ writing skills. A way
that is often preferred by language instructors may be to teach vocabulary and
grammar of the foreign language and expect the students to write in that
language automatically.  An alternative
to such a traditional way of form oriented instruction can be to organize
writing instruction around a theme or a content in order to enable the students
to acquire not only linguistic forms but also thematic units within a context.
The present research study tried to explore the effects of these two approaches
on writing development of foreign language (L2) learners at a state university
in Turkey. In order to make a comparison between these two orientations, two
groups were determined as experimental and control groups and they were
involved in writing instructions designed in accordance with these two
instructional approaches. The research study was conducted through a
quasi-experimental pretest - posttest research design. The results of the study
suggest that the method which offered a content-integrated writing instruction
has been more effective in developing students’ L2 writing than the traditional
way of instruction.

Keywords

Foreign language teaching, writing in foreign language, content-integrated instruction

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