Not Alma Stratejisinin Dinleme Becerisine Etkisi

Öz

Sesli metinlerin anlaşılması, metin türleri, konuşmacı nitelikleri, dinleyici yeterlilikleri ve konuşulan metinlerin özellikleri göz önüne alındığında oldukça zordur. Sesli metinlerin özelliklerinden biri de bilgiyi muhafaza etmektir. Bu zorluğun üstesinden gelmek için not almanın faydalı olabileceği alan yazında önerilmiştir. Bir not alma stratejisinin lise öğrencileri üzerindeki etkisini görmek için iki bütünleşik lise sınıfından yarı deneysel bir çalışma yapılmıştır. Bir sınıf deney grubuna, diğeri ise kontrol grubuna atanmıştır. Çalışmalar sekiz hafta sürmüştür. Ara sınavlar ön test, final sınavları ise son test olarak kullanılmıştır. Betimsel ve çıkarımsal istatistikler ve içerik analizi gruplar arasındaki anlamlı farkların olmadığını, not tutmanın öğrencilerin dinleme performanslarını geliştirmediğini ortaya koymuştur. Bu sonucun arkasındaki neden ise öğrencilerin konuşulan kelimeleri olduğu gibi yazdıkları ve not alma bilgisi ve becerilerinin eksikliklerinin bulunduğu bu da dinleme testlerindeki soruları çözmelerine yardımcı olmadığını göstermiştir. Araştırma bulgularına dayanarak bazı eğitim ve araştırma önerileri de sunulmuştur.

Anahtar Kelimeler

• İngiliz dili eğitimi
• dinleme becerisi
• not tutma stratejisi

The Effect of Note-Taking Strategy on Listening Comprehension Skill

Abstract

Comprehension of audio texts is quite challenging given the varieties of texts, speaker qualities, listener proficiencies and the features of spoken texts. One of the features of spoken texts is the retention of information. Taking notes has been suggested to overcome this challenge in the literature. A quasi-experimental study was conducted on two intact high school groups to see the effect of a note-taking strategy on high school. One group was allocated to an experimental group and the other to the control group. The studies lasted for eight weeks. Mid-term exams are functioned as pre-tests. Final exams served as post-test exams. Descriptive and inferential statistics and content analysis showed that students’ listening performance did not improve, as indicated by the insignificant differences between the groups. It was discussed that the reason behind this finding lay in the deficiency of knowledge and note-taking skills since students were observed to write the words as they were spoken, which did not help them solve the comprehension questions in the listening tests. Some educational and research suggestions were also presented based on the research findings.

Keywords

• English language teaching
• listening comprehension
• note-taking skills

References

1. Aydın, Y. (2022). Not alma stratejisi araştırmalarının sistematik olarak incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(2), 1555-1572. https://doi.org/10.17152/gefad.912361
2. Bakunas, B. & Holley, W. (2001). Teaching organisation skills. The Clearing House,74(3), 151-154. https://doi.org/10.1080/00098650109599182
3. Boch, F., Piolat, A. (2005). Note taking and learning: A summary of research. The WAC Journal, Vol. 16. https://doi.org/10.37514/WAC-J.2005.16.1.08
4. Bohay, M., Blakely, D. P., Tamplin, A. K., & Radvansky, G. A. (2011). Note taking, review, memory, and comprehension. The American journal of psychology, 124(1), 63–73. https://doi.org/10.5406/amerjpsyc.124.1.0063
5. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf
6. Di Vesta, F. J., & Gray, G. S. (1973). Listening and note taking: II. Immediate and delayed recall as functions of variations in thematic continuity, note-taking, and length of listening-review intervals. Journal of Educational Psychology, 64(3), 278. https://doi.org/10.1037/h0034589
7. Ebbinghaus, H. (1885). Über das Gedächtnis: Untersuchungen zur experimentellen Psychologie [On Memory: Investigations in Experimental Psychology]. Duncker & Humblot.
8. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: McGram-Hill Companies.

9. Friedman, M. C. (2014). Notes on note-taking: Review of research and insights for students and instructors. Harvard Initiative for Learning and Teaching.
10. Gökmen, M. F. (2022). A reappraisal of foreign language listening skill for the 21st century ELT. In S. Karpava (Ed.), Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education (pp. 112–139). IGI Global.
11. Gökmen, M. F., Akyol, M. M., & Sevinç, K. (2024). The effects of Cornell note-taking method on high school students’ listening skill. Giresun Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 48–57.
12. Gur, T. Dilci, T., Coskun, İ., Delican, B. The impact of note-taking while listening on listening comprehension in a higher education context. International Journal of Academic Research Part B; 2013; 5(1), 93-97. https://doi.org/10.7813/2075-4124.2013/5-1/B.16
13. Güneş, F. (2007). Türkçe öğretimi ve zihinsel yapılandırma. Nobel Yayın Dağıtım.
14. Haghverdi, H. R., Biria, R., & Karimi, L. (2010). Note-taking strategies and academic achievement. Journal of Language and Linguistics Studie, 6(1), 75-109. https://www.researchgate.net/publication/228619545_Note-taking_Strategies_and_Academic_Achievement
15. Hale, G.A., Courtney, R. (1994). The effects of note-taking on listening comprehension in the test of English as a foreign language. Language Testing, 11, 29–47. https://doi.org/10.1177/026553229401100104
16. Hayati, A. M., & Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of EFL learners. English Language Teaching, 2(1), 101-111. https://doi.org/10.5539/elt.v2n1p101
17. Hsieh, H. (2006). Effects of note-taking on listening to academic lectures. Master Thesis, National Taiwan Normal University.
18. Hunsaker, R. A. (1983). Understanding and developing the skills of oral communication: Speaking and listening. Englewood, CO: J. Morton Publishing Company. https://books.google.com.tr/books/about/Understanding_Developing_the_Skills_of_O.html?id=qhpFAAAAYAAJ&redir_esc=y
19. İpek, H. (2018). Perceptions of ELT students on their listening and note-taking skills. International Online Journal of Education and Teaching, 5(1), 206–217. http://iojet.org/index.php/IOJET/article/view/281/226
20. Kılıçkaya, F., Çokal-Karadaş, D. (2009). The Effect of note-taking on university students’ listening comprehension of lectures, 17(1), 47–56. https://files.eric.ed.gov/fulltext/ED570171.pdf
21. Kiewra, K. A. (1985). Investigating notetaking and review: A depth of processing alternative. Educational Psychologist, 20(1), 23-32. https://doi.org/10.1207/s15326985ep2001_4
22. Kiewra, K. A., & Frank, B. M. (1988). Encoding and external-storage effects of personal lecture notes, skeletal notes, and detailed notes for field-independent and field-dependent learners. Journal of Educational Research, 81(3), 143-148. https://doi.org/10.1080/00220671.1988.10885813
23. Ladas, H. (1980). Summarizing research: A case study. Review of Educational Research, 50(4), 597–624. https://doi.org/10.3102/00346543050004597
24. Meyer, J. (2002). Notetaking Training: A Worthwhile Proposal? University of North Carolina at Asheville Education Department.
25. Nguyen, N. H. (2006). Note taking and sharing with digital pen and paper: Designing for Practice Based Teacher Education. 126. https://brage.bibsys.no/xmlui/handle/11250/251542
26. Özbay M. (2005). Bir dil becerisi olarak dinleme eğitimi. Ankara: Akçağ
27. Piolat A., Olive T. & Kellogg R.T. (2004). Cognitive effort of note-taking. Applied Cognitive Psychology, 18, 1–22. https://doi.org/10.1002/acp.1086
28. Renandya, W. A., & Farrell, T. S. C. (2011). "Teacher, the tape is too fast!" Extensive listening in ELT. ELT Journal, 65(1), 52-59. https://doi.org/10.1093/elt/ccq015
29. Rickards, J. P., Fajen, B. R., Sullivan, J. F., & Gillespie, G. (1997). Signaling, notetaking, and field independence–dependence in text comprehension and recall. Journal of Educational Psychology, 89(3), 508–517. https://doi.org/10.1037/0022-0663.89.3.508
30. Siegel, J. (2022). Factors affecting note-taking performance. International Journal of Listening, 1–13. https://doi.org/10.1016/j.jeap.2020.100868
31. Slotte, V., & Lonka, K. (1999). Review and process effects of spontaneous note taking on text comprehension. Contemporary Educational Psychology, 24, 1-20. https://doi.org/10.1006/ceps.1998.0980
32. Teng, H. C. (2011). Exploring note-taking strategies of EFL listeners. Procedia-Social and Behavioral Sciences, 15, 480–484. https://doi.org/10.1016/j.sbspro.2011.03.126