PROCESSING INSTRUCTION AND ENGLISH CAUSATIVES

Abstract

This study attempts to examine possible effects of two types of instruction: processing (PI) and traditional (TI) in learning of English causatives by Turkish learners and to see whether possible positive effects are retained well over time by PI and TI groups. Results indicated that both groups resulted in some kind of knowledge gain and had a positive effect on how learners interpreted and produced the English causatives. The effects of the treatments were retained over time in the interpretation of causatives, whereas both the PI and TI groups failed to show the same performance in the production of causatives

Keywords

• Processing Instruction
• Traditional Instruction
• Input Processing
• First Noun Strategy
• Causatives

SÜREÇ ODAKLI DİL ÖĞRETİMİ VE İNGİLİZCEDEKİ ETTİRGEN ÇATI

Öz

Bu çalışma, süreç odaklı dil öğretimi ve geleneksel dil öğretiminin Türk öğrencilerin İngilizcedeki ettirgen çatıyı öğrenmelerindeki olası etkilerini karşılaştırmayı; bu iki öğretim yönteminin olası olumlu etkilerini ve bu öğrenmenin uzun süreli bellekte kalıcı olup olmadığını incelemeyi amaçlamıştır. Bulgular, hem süreç odaklı grubun hem de geleneksel grubun bir tür kazanım elde ettiğini; İngilizcedeki ettirgen çatıyı yorumlama ve üretme konusunda olumlu bir etkiye sahip olduğunu göstermiştir. Ettirgen çatıyı yorumlama konusunda uygulamaların etkileri zaman içinde kalıcı olurken, ettirgen çatıyı üretme konusunda hem süreç odaklı grup hem de geleneksel grup aynı başarıyı gösterememiştir

Anahtar Kelimeler

• Süreç Odaklı Dil Öğretimi
• Geleneksel Dil Öğretimi
• Girdi İşlemleme
• İlk Ad Stratejisi
• Ettirgen Çatı

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