Exploring the Role of Meaning-Focused and Form-Focused Instruction on L2 Collocation Learning: An Instructed SLA Approach to Vocabulary Learning

Öz

Considering the difficulty of acquiring lexical forms, it is important to offer effective vocabulary instruction especially in low-input contexts like Türkiye. Since studies exploring the role of Form-Focused Instruction (FFI) in vocabulary learning are rare, we explore the effects of Meaning-Focused Instruction (MFI) and FFI on L2 collocation learning. Ninety-three students with A2 level proficiency participated in the study in MFI, FFI and Control groups. Experimental groups were given reading comprehension tasks embedding twenty collocations. These collocations were enhanced through bold-facing, and dictionary use was allowed in FFI group. MFI group did the same task with no bold-facing and dictionary use. Control group only completed the tests. Findings revealed that experimental groups performed significantly better with no significant improvement in control group’s performance. A significant advantage of FFI over MFI was observed in form recognition and form recall tests highlighting the pedagogical importance of attention to form to acquire collocations.

Anahtar Kelimeler

• vocabulary learning
• collocations
• focus-on-form
• ISLA

Anlam Odaklı ve Biçim Odaklı Öğretimimin İkinci Dil Eşdizimlilik Öğrenimindeki Rolünün Araştırılması: Kelime Öğrenimine Sınıf Ortamında Dil Öğretimi Yaklaşımı

Öz

Kelime formlarını öğrenmenin zorluğu düşünüldüğünde özellikle Türkiye bağlamındaki gibi düşük dil girdisi sunan bağlamlarda verimli dil eğitimini sunmak önem arz etmektedir. Biçim Odaklı Öğretimin (Form-Focused Instruction) eşdizimlilik öğrenimindeki rolü üzerine yapılan çalışmalar sınırlı sayıda olduğu için bu çalışma, Biçim ve Anlam Odaklı öğretim yöntemlerinin ikinci dilde eşdizimlilik öğrenimine etkisini araştırmaktadır. Bu çalışmaya A2 seviyesinde dil yeterliliğine sahip doksan üç üniversite öğrencisi MFI, FFI ve kontrol gruplarında katılım sağlamıştır. Deney grupları olan MFI ve FFI birbirine eş okuma anlama görevlerini tamamlamıştır. FFI grubunda hedef kelimeler koyu yazıyla vurgulanmış ve sözlük kullanımına izin verilmiştir; MFI grubu ise aynı görevleri vurgusuz metinlerle ve sözlüksüz tamamlamıştır. Kontrol grubu sadece testlere katılmıştır. Sonuçlar, deney gruplarının dikkate değer ölçüde daha iyi bir performans gösterirken kontrol grubunun performansında gelişme olmadığını, ayrıca FFI'nin özellikle biçim tanıma ve hatırlama düzeylerinde MFI grubuna avantaj sağladığını göstermiştir. Bu da eşdizimliliklerin öğreniminde biçime odaklanmanın pedagojik önemini ortaya koymaktadır.

Anahtar Kelimeler

• kelime öğrenimi
• eşdizimlilik
• biçim odaklı öğretim
• ISLA

Kaynakça

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