THE IMPACT OF INPUT FORM IN THE TEACHING OF MODIFIERS IN ENGLISH

Year 2020, Volume: 13 Issue: 2, 84 - 98, 31.12.2020

İsmet Toksöz

Abstract

This study aims to explore whether learning modifiers via audio-visual input results in more extensive knowledge of modifiers than learning modifiers via written input. Fifty-four compulsory preparatory students participated in the study. In the study, mixed-method research design was adopted. Quantitative data were collected through the pre-test and post-test results of the control group and the experimental group. Qualitative data were collected through a semi-structured interview conducted with 54 students. Data were analyzed with Independent Samples T-tests, Paired Samples T-tests, and descriptive and frequency analysis. The results revealed that the students in the experimental group were more successful than the students in the control group who were only subject to written input in learning modifiers that they encountered during the treatments. Moreover, qualitative results were consistent with quantitative results indicating that the student in the experimental group used more modifiers than the students in the control group during the interviews.

Keywords

audio-visual input, input form, modifiers in English, vocabulary knowledge, written input

THE IMPACT OF INPUT FORM IN THE TEACHING OF MODIFIERS IN ENGLISH

Abstract

Bu çalışma belirteçlerin görsel-işitsel girdi yoluyla öğretilmesinin yazılı girdi yoluyla öğretilmesinden daha başarılı sonuçlar doğurup doğurmadığını araştırmayı amaçlamaktadır. Bu çalışmaya bölümü İngilizce Öğretmenliği ve İngiliz Dili ve Edebiyatı olan 54 hazırlık sınıfı öğrencisi katılmıştır. Çalışmada hem nicel hem de nitel araştırma yöntemlerinden faydalanılmıştır; başka bir deyişle, karma araştırma yöntemi kullanılmıştır. Araştırmanın nicel sonuçları hem kontrol hem de deney grubuna uygulanan ön test ve son test puanlarından elde edilmiştir. Araştırmanın nitel verileri ise araştırmacı tarafından oluşturlumuş yarı-yapılandırılmış görüşmelerden elde edilmiştir. Veriler Bağımsız Örneklem T-Testi, Bağımlı Örneklem T-Testi, betimleyici ve sıklık analizi kullanılarak analiz edilmiştir. Sonuçlar göstermiştir ki hem yazılı girdi olan roman hem de görsel-işitsel girdi olan film kullanılan deney grubu öğrencileri sadece yazılı girdi olarak roman kullanılan kontrol grubu öğrencilerinden belirteç öğrenimi konusunda daha başarılı olmuşlardır. Ayrıca, çalışmanın nitel sonuçları deney grubu öğrencilerinin görüşmeler sırasında kontrol grubu öğrencilerinde daha fazla belirteç kullandığını göstermiştir ve bu bağlamda nitel sonuçlar nicel sonuçlarla örtüşmektedir.

Keywords

girdi biçimi, görsel-işitsel girdi, İngilizcede belirteçler, kelime bilgisi, yazılı girdi

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