Çocuklara İngilizce Öğretiminde Kart Sihirbazlıklarının Kullanımı

Year 2020, Volume: 10 Issue: 1, 263 - 275, 31.01.2020

Kürşat Cesur

https://doi.org/10.24315/tred.582738

Cited By: 5

Abstract

Sihir kullanımı, yalnızca
eğitim alanında değil, diğer birçok alanda çalışan kişilerin artan ilgisini
çekmektedir. Bu betimleyici çalışmada, İngilizce öğretmenleri ve öğretmen
adaylarının İngilizce öğretiminde kart sihirbazlıkları kullanımına ilişkin
görüşleri ‘karma aşamalı açıklayıcı araştırma deseni’ kullanılarak sunulmuştur.
Nicel veriler, Google Formlar aracılığıyla bir anket kullanılarak toplanmış ve
SPSS sürüm 17 kullanılarak analiz edilmiştir. Nitel veriler, nicel verilerin
sonucunu açıklamak için görüşmeler yoluyla toplanmıştır. Veriler içerik analizi
ile incelenmiş ve araştırmacının yorumlarına dayanarak kodlar ve temalar
oluşturulmuştur. Sonuçlar, bu kart sihirbazlıklarının, en iyi derslerin başında
veya sonunda özellikle çocuklarla kullanılabileceğini göstermektedir. Katılımcılar
‘Magician’ isimli kart sihirbazlığının en uygulanabilir olduğuna inansalar da,
her bir kart sihirbazlığının ayrı özellikleri olduğunu vurgulamaktadırlar. Bazı
pedagojik öneriler çalışmanın sonuçlarından çıkartılarak, sonuç bölümünde
tartışılmıştır.

Keywords

Kart Sihirbazlıkları, Çocuklara İngilizce Öğretimi, Kelime Öğretimi

The Use of Magic Card Tricks in Teaching English to Young Learners

Abstract

Use
of magic is attracting increasing attention of people working not only in the
field of education but also in many other fields. In this descriptive study,
EFL teachers’ opinions about the use of card tricks in teaching English are
presented following ‘mixed methods sequential explanatory research design.’
Quantitative data were collected using a questionnaire via Google Forms and
analyzed using SPSS version 17. Qualitative data were collected through
interviews to explain the result of the quantitative phase. The data were
content analyzed and codes and themes were created based on the researcher’s
interpretations. Results reveal that these card tricks can best be used either
at the beginning or at the end of the lessons, especially with young learners.
Though participants believe ‘Magician’ is the most applicable, they attribute
special characteristics to each of the card tricks. Pedagogical implications were
drawn from the results and discussed in the conclusion.  

Keywords

Magic Card Tricks, Teaching English to Young Learners, Teaching Vocabulary

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