ÇEVİRİNİN YABANCI DİL ÖĞRETİMİNDE KULLANILMASI: DENEYSEL BİR ÇALIŞMA

Abstract

Bu çalışmanın amacı çevirinin aktif bir öğretim tekniği olarak kullanılmasının Malatya İnönü Üniversitesi Battalgazi Meslek Yüksek Okulunda okuyan öğrencilerin yabancı dil (İngilizce) öğrenimine etkisini incelemektir. Araştırmanın çalışma grubu 2005-2006 akademik yılında Malatya İnönü Üniversitesi Battalgazi Meslek Yüksek Okulu Bahçe Ziraatı, Basın Yayıncılık, Seracılık ve Süs Bitkileri Yetiştiriciliği ve Yerel Yönetimler bölümlerine devam eden toplam 100 öğrenciden oluşmaktadır. Çalışmada, deney ve kontrol gruplu ön test-son test deseni kullanılmıştır. Ön test-son test formu olarak öğrencilere 30 sorudan oluşan bir başarı testi verilmiştir. Haftada iki ders saati (2 x 45 dk.) olmak üzere toplam iki hafta boyunca süren deneysel sürecin ardından verilen son test formundan elde edilen puanlar SPSS 13.0 Windows paket programı yardımıyla bağımsız gruplarda ve eşleştirilmiş gruplarda t-testi analizine tabi tutulmuştur. Deneysel değişken olan çevirinin etkisinin manidarlığı 0.05 düzeyinde sorgulanmıştır. Yapılan t-testi sonucunda deneysel değişken olan çevirinin öğrenci başarısı üzerinde 0.05 düzeyinde istatistiksel açıdan manidar bir fark yarattığı bulunmuştur.

Keywords

• İngilizce öğretimi, çeviri, bilişsel alan, yüksek öğretim

USING TRANSLATION IN TEACHING FOREIGN LANGUAGE: AN EXPERIMENTAL STUDY

Abstract

This study aims to analyze the effect of using translation as an active teaching technique on the foreign language (English) learning performance of the students attending Battalgazi Vocational School at İnönü University in Malatya. The subjects of this study are 100 students attending the departments of Gardening, Pressing and Publishing, Greenhouse and Ornamental Plants Agriculture, and Local Administrations in Battalgazi Vocational School at İnönü University in Malatya during the academic year of 2005-2006. Pre-test/Post-test control and experiment group design was used in this study. The students were given a test with 30 questions as the pre-test/post-test form. Following the experimental process lasting for two weeks each having two lessons (2 x 45 mins.), the post-test form was given to the participants. And the scores from the post-test were analyzed using independent samples t-test and paired-samples t-test with the help of SPSS 13.0 Windows software program. The significance of the effect of translation, which is the experimental variable, was tested at 0.05 probability level. As a result of the t-test, it was found out that translation has a statistically significant effect on students’ success at 0.05 probability level.

Keywords

• Teaching English, translation, cognitive domain, higher education

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