İngilizce bölümlerinde okul dışında dile maruz kalma

Year 2021, Issue: Ö9, 336 - 344, 21.08.2021

Sevdenur Küçükler Sofia Sulac Halil Küçükler

https://doi.org/10.29000/rumelide.984793

Cited By: 1

Abstract

Okul dışı aktiviteler, öğrencilere okul dışı öğrenme üzerinde, fiziksel etkinlikler üzerinde olumlu etki, artan duygusal değişkenlik sağlamakla bağlantılıdır. Bu da öğrenmeyi, ruh halini ve davranışsal faydaları etkiler, öğrencilerin yabancı dil öğrenmeye daha istekli olmasını sağlar ve bunun sonucu olarak ilerlemeyi daha da verimli hale getirir. Gagauz ve Türk eğitim kurumlarında tartışılan ana gündem, dil öğreniminin ne ölçüde ve nasıl izleneceğidir. Çalışmanın amacı, Gagavuzya Komrat Üniversitesi'nde yabancı dil okuyan öğrenciler ile Balıkesir Üniversitesi İngilizce bölümünde okuyan öğrencilerin okul dışında dil öğrenme aktivitelerinin dil öğrenmelerini ne ölçüde etkilediğidir. Çalışma 2020 akademik yılında gerçekleştirildi. Balıkesir Üniversitesi'nden 102, Komrat Üniversitesi'nden 108 katılımcı vardı. Araştırma aracı, üniversite dışında dile maruz kalmanın etkisini ortaya çıkarmak için okul dışı aktivite anket sorularıydı. Araştırma soruları, okul dışındaki zamanlarının ne kadarının İngilizceye maruz kaldığını ölçmek için öğrencilere yönlendirildi. Katılımcılardan bazı dile maruz kalma maddelerini, kullandıkları sıklığı seçmeleri istendi. Ankette, Komrat ve Balıkesir eğitim kurumlarından gelen öğrenciler, günlük İngilizceye maruz kalma düzeyleri açısından incelenmiştir. Benzer şekilde, Komrat ve Balıkesir üniversitelerindeki katılımcıların dil maruziyetleri arasında büyük farklılıklar olduğu ortaya çıktı, bu da Türkiye'deki Balıkesirli'deki öğrencilerin Moldova'daki Komrat üniversitesindeki öğrencilere göre İngilizceye daha fazla maruz kaldıklarını ortaya koydu.

Keywords

Sınıf dışı öğrenme teknikleri, Yabancı dil öğrenimi, Okul dışı öğrenme

Language exposure by outside-of-class communication activity in English departments

Abstract

Outside-of-class communication activities are connected with giving learners a positive impact on outdoor activites, positive impact on physical activities, increased emonional variability. This, in turn, influences learning, mood, and behavioral benefits making learners more willing to learn foreign languages, which further guarantees progress. The main question under discussion in Gagauzian and Turkish educational institutions is to what extent and how language learning ought to be monitored. The purpose of the study is that exposure of language to students who study foreign languages in Komrat University of Gagauzia and students who study in English department at Balıkesir University is discussed. The study was carried out during 2020 academic year. There were 102 participants from Balıkesir University and 108 participants from Komrat University. The research instrument was outdoor activities survey questions to reveal the impact of language exposure in the university and outside of the university, as well. Research questions were directed to students to measure how much of their time outside of school were exposed to English. The participants were asked to choose the frequency at which they used some language exposure items. In the Questionnaire, the students from Komrat and Balikesir educational institutions were examined on the level of exposure to the English language daily. Similarly, it was evident from the responses that there were massive differences between the language exposures of participants in Komrat and Balikesir universities, which reveals that those from Balikesir in Turkey were more exposed to the English language compared to those students from Komrat university in Moldavia.

Keywords

Outdoor techniques, foreign language learning, out-of-school learning

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