İNGİLİZCE ÖĞRETİMİNDE BİÇİM ODAKLI MODELLERİN EYLEM-AD EŞDİZİMLİ SÖZCÜK ÖĞRETİMİNE ETKİSİ

Abstract

Eşdizimlilik, sözcük bilgisinin temel bileşenlerinden biri olup ikinci ya da yabancı dilde akıcı ve doğal dil kullanımının geliştirilmesinde belirleyici bir rol oynamaktadır. Bununla birlikte, özellikle öğrencilerin sınıf dışı İngilizce girdisine sınırlı ölçüde erişebildiği yükseköğretim düzeyindeki yabancı dil olarak İngilizce (EFL) programlarında, eşdizimlilik öğretimi müfredatta yeterince yer bulmamaktadır. Bu çalışma, anlam odaklı iletişimsel etkinliklerde dilsel biçime dikkat çekmeyi önceleyen Biçime Odaklanma (Focus on Form - FonF) yaklaşımı ile önceden seçilmiş dil unsurlarının belirtik öğretimini içeren Biçimlere Odaklanma (Focus on Forms - FonFs) yaklaşımının, geleneksel öğretimle karşılaştırıldığında eylem–ad eşdizimlerinin öğretimindeki göreli etkililiğini incelemeyi amaçlamaktadır. Yarı deneysel nicel öntest–sontest–gecikmeli sontest deseninin kullanıldığı çalışmada, Türkiye’de öğrenim gören ve İngilizceyi yabancı dil olarak öğrenen üniversite öğrencileri (n=105) iki deney grubuna (FonF n=32 ve FonFs n=40) ve bir kontrol grubuna (n=33) atanmıştır. Öğrencilerin eşdizimlilik bilgisi, eylem–ad eşdizimlerine yönelik bir başarı testiyle değerlendirilmiştir. Veriler normallik varsayımını karşılamadığından, çalışmada parametrik olmayan istatistiksel analizler kullanılmıştır. Sonuçlar hem Biçime Odaklanma hem de Biçimlere Odaklanma yaklaşımlarının sontest aşamasında geleneksel öğretime kıyasla anlamlı derecede daha yüksek eylem-ad eşdizimlerine ilişkin başarı sağladığını, biçimlere odaklanma yaklaşımının ise anlık etki büyüklüğü açısından sayısal olarak daha yüksek bir değer gösterdiğini ortaya koymuştur. Bununla birlikte, dört hafta sonra uygulanan gecikmeli sontestte, biçim odaklı yaklaşımlardan hiçbiri uzun vadeli öğrenme kalıcılığı açısından istatistiksel olarak anlamlı bir üstünlük göstermemiştir. Bulgular, biçim odaklı öğretimin (Form-Focused Instruction – FFI) eşdizimliliklerin ilk öğrenim sürecinde anlamlı öğrenme kazanımları sağladığını ortaya koymaktadır. Ancak sınıf dışı dil girdisinin sınırlı olduğu EFL bağlamlarında bu kazanımların uzun vadeli edinime dönüşmediği görülmektedir. Bu durum, biçim odaklı müdahalelerin kısa vadeli performans artışları yaratmakla birlikte, kalıcı sözcüksel gelişim için yeterli olmayabileceğine işaret etmektedir. Dolayısıyla, uzun dönemli kalıcılığı destekleyen pedagojik düzenlemelerin müfredat tasarımında yeniden ele alınması gerektği düşünülmektedir.

Keywords

• Yabancı dil olarak İngilizce
• Sözcük öğrenimi
• Biçime odaklanma
• Biçimlere odaklanma
• Biçim odaklı öğretim
• Eylem–ad eşdizimlilikleri.

THE EFFECT OF FORM-FOCUSED MODELS ON TEACHING VERB-NOUN COLLOCATIONS IN ENGLISH TEACHING

Abstract

Collocational competence constitutes a central component of lexical knowledge and plays a crucial role in achieving fluent and idiomatic language use in a second or foreign language. However, it remains underrepresented in curricula at the tertiary EFL level, where learners have limited exposure to English beyond the classroom. This study investigates the relative effectiveness of Focus on Form (FonF), integrating attention to linguistic form into meaning-focused communication, and Focus on Forms (FonFs), involving explicit instruction of preselected items, in comparison with traditional instruction for teaching verb–noun collocations. Using quasi-experimental quantitative pretest–posttest–delayed posttest design, Turkish university EFL students (n=105) were assigned to two experimental groups (FonF n= 32 and FonFs n= 40) and one control group (n=33). Learners’ collocational knowledge was assessed using an overall verb–noun collocation achievement measure. Since the data did not meet normality assumptions, non-parametric statistical analyses were employed. The results showed that both FonF and FonFs led to significantly higher collocation achievement than traditional instruction at the posttest stage, with FonFs showing a numerically larger immediate effect size. However, neither form-focused approach demonstrated a statistically significant advantage in long-term retention at the delayed posttest administered four weeks later. These findings highlight the pedagogical value of form-focused instruction (FFI) for initial collocation learning while underscoring the persistent challenge of sustaining lexical gains in EFL contexts with limited exposure beyond the classroom. The study suggests that although both form-focused approaches promote short-term learning, ensuring long-term retention remains a critical issue for curriculum design.

Keywords

• EFL
• Vocabulary learning
• Focus on form
• Focus on forms
• Form-focused instruction
• Verb–noun collocations

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