The Effect of the paraphrasing strategy instruction on students’ reading comprehension skills

Year 2012, Volume: 1 Issue: 2, 1 - 11, 31.10.2012

Ihsan Ozdemir

https://doi.org/10.19128/turje.181043

Abstract

The study was conducted at the Department of Foreign Languages Education, Abant Izzet Baysal University, Turkey. The participants were 62 first-year students. The experimental and the control groups both consisted of 31 students. In the first phase, a Reading Comprehension Test, a Vocabulary Test, a Grammar Test and a Paraphrasing Test were administered to the groups to determine the equivalence. The instruction was implemented for 6 weeks. In the last phase, both groups took the Paraphrasing Test and the Reading Comprehension Test as post-tests as well as the Specific Paraphrasing Test. According to the results, the experimental group learned how to use the strategy and outperformed the control group on the Specific Paraphrasing Test. Yet, there was no significant difference between the groups with respect to reading comprehension skills.

Keywords

Paraphrasing strategy, reading comprehension, instruction, English language teaching (ELT)

Açımlama stratejisi öğretiminin öğrencilerin okuduğunu anlama becerilerine etkisi

Abstract

Çalışma Abant İzzet Baysal Üniversitesi, Yabancı Diller Eğitimi Bölümü‟nde gerçekleştirilmiştir. Çalışmaya 62 I. sınıf öğrencisi katılmıştır. Gerek deney grubu gerekse de kontrol grubu 31 kişiden oluşmuştur. Gruplara ilk olarak aralarında denklik olup olmadığını saptamak amacıyla bir Okuduğunu Anlama Testi, bir Kelime Testi, bir Dilbilgisi Testi ile bir Açımlama Testi verilmiştir. Strateji öğretimi 6 hafta sürmüştür. Son aşamada her iki grup da Okuduğunu Anlama Testi ile Açımlama Testini son test olarak tekrar almışlardır. Ek olarak gruplara ayrı bir Açımlama Testi daha verilmiştir. Sonuçlar deney grubunun açımlama stratejisini kullanmayı öğrendiğini ve Açımlama Testinde (Ek olarak verilen açımlama testinde) kontrol grubundan daha yüksek bir puan aldığını ortaya koymuştur. Ancak, gruplar arasında okuduğunu anlama becerileri açısından anlamlı bir farklılık ortaya konamamıştır.

Keywords

Açımlama stratejisi, okuduğunu anlama, öğretim, İngiliz dili eğitimi

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