Temel Edebi Unsurlarla Resimli Hikâye Kitabı: İngiliz Dili Öğretmen Adaylarının Kitaplarını Öz-değerlendirmeleri

Abstract

Bu çalışma, 101 3.sınıf İngiliz Dili Eğitimi öğretmen adayının yabancı dil olarak İngilizce öğrenen çocuklar için hazırladıkları resimli hikâye kitaplarının öz değerlendirmelerini araştırmıştır. Öğretmen adaylarına kitaplarının öz değerlendirmelerini yapmaları için Cronbach alfa skoru 933 olan 23 maddelik beşli likert ölçeğinde bir anket uygulanmıştır. Anketin maddeleri temel edebi öğeleri ve çocuklara yabancı dil öğretim kriterlerini içeren iki kategoriyi işaret etmektedir. Ek olarak, öğretmen adaylarının öz değerlendirmelerinin sonuçları uzmanların değerlendirmelerinin sonuçlarıyla karşılaştırılmış ve sonuçlar yazarlarla yapılan yarı yapılandırılmış mülakat sonuçlarıyla detaylandırılmıştır. Genel sonuçlar, yazarların kitaplarını özellikle metinler ve görüntüler arasında etkili iletişimlere, eğitici temalara, iyi tasarlanmış kapak sayfalarına, kapsamlı başlıklara, tanıdık karakterlere ve müfredata uygun senaryolara sahip olmaları açısından başarılı bulduklarını ortaya çıkarmıştır. Yazarların değerlendirmeleriyle karşılaştırıldığında, bazı maddelerin uzmanlar tarafından daha fazla ya da daha az değer biçilerek değerlendirildiği görülmüştür.

Keywords

• Resimli hikâye kitabı,temel edebi unsurlar,çocuklara İngilizce öğretimi,İngiliz Dili Eğitimi öğretmen adayları

Picture Storybooks with Basic Literary Elements: ELT Prospective Teachers’ Self-Assessments of their Books

Abstract

The study investigated the quality of 101 3rd year ELT prospective teachers’ picture story books (totally 20) for EFL children via their self-assessments. The prospective teachers were given a 23-item five-point likert scale questionnaire which revealed .933 Cronbach alpha score to do their self-assessments for the books. The items of the questionnaire refer to two categories involving basic literary elements and the particular criteria for teaching young learners. In addition, the results of the authors’ assessments were compared to the experts’ assessments and elaborated through the results’ of the authors’ semi-structured interviews. The overall results revealed that they believed their books were successful particularly in terms of having effective icono-texts, didactive themes, well-design cover pages, comprehensible titles, familiar characters, and the scripts compatible with the curriculum. When compared to the authors’ assessments, it was seen that some items were overrated or underrated by the experts.

Keywords

• Picture story book,basic literary elements,teaching English to young learners,ELT prospective teachers

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