12. SINIF DERS KİTAPLARINDA DİNLEME: DİNLEME ETKİNLİKLERİNİN TÜRLERİ

Yıl 2025, Cilt: 13 Sayı: 16, 1 - 18, 30.06.2025

Mehmethan Çevik

Öz

Dinleme becerileri, Türkiye’nin eğitim bağlamında önemli bir yere sahiptir. Her eğitim kademesinde öğrencilerin dinleme becerilerini geliştirmek amacıyla ders kitapları, dinleme materyalleri ve görsel-işitsel araçlar kullanılmaktadır. Bu çalışmanın ana odak noktaları dinleme etkinliklerinin türleri, sıklıkları ve süreleridir. Analiz için Millî Eğitim Bakanlığı (MEB) tarafından yayımlanan ve devlet okullarında okutulan iki adet 12. sınıf İngilizce dersi kitabı seçilmiştir. Analiz sürecinde, dinleme bölümlerinde yer alan etkinlikler Gu ve Hu’nun (2018) “Types of Listening” adlı çalışmalarında sundukları çerçeveye göre kategorilere ayrılmıştır. Dinleme türleri; seçici, aktarım amaçlı (transactional), etkileşimsel, karşılıklı (interactive), yoğun (intensive), tepki gerektiren (responsive), geniş kapsamlı (extensive) ve özerk (autonomous) olarak sınıflandırılmıştır. Bulgulara göre, her iki ders kitabında da en yaygın kullanılan dinleme türü yoğun (intensive) dinleme etkinlikleridir. Bu durum, dinlemede üstten alta değil, alttan üste doğru bir yaklaşımın benimsendiğini göstermektedir. Seçici ve aktarım amaçlı dinleme etkinlikleri, yoğun dinleme etkinliklerinden sonra sıklık açısından ikinci sıradadır ve bu da dinleme ile konuşma becerilerini alttan üste bir yaklaşımla bütünleştirme girişimini ortaya koymaktadır. Buna karşılık, tepki gerektiren, geniş kapsamlı ve özerk dinleme etkinliklerine her iki ders kitabında da rastlanmamıştır ve bunun nedenleri bilinmemektedir.

Anahtar Kelimeler

Dinleme , dinleme türleri , 12. Sınıf dinleme , liselerde dinleme , ders kitaplarında dinleme , Türkiye’de dinleme

LISTENING IN 12th-GRADE COURSEBOOKS: TYPES OF LISTENING TASKS

Öz

Listening skills are essential in the educational context of Turkiye. At each educational level, coursebooks, listening materials, and audio-visual aids are used to improve students’ listening skills. The types, frequencies, and durations of listening activities were the main points of the study. Two 12th-grade English language coursebooks used in state schools in Turkiye and issued by the Ministry of National Education (MoNE) were chosen to analyze listening activities. Throughout the analysis, activities under listening sections were put into categories according to Gu and Hu’s (2018) framework in their study titled “Types of Listening”. The listening types are selective, transactional, interactional, interactive, intensive, responsive, extensive, and autonomous. According to the findings, intensive listening activities are the most common type in both coursebooks, which signifies a bottom-up over top-down approach to listening. Selective and transactional activities come right after intensive listening activities in the rankings, showing an initiative to integrate listening with speaking within a bottom-up framework. Conversely, responsive, extensive, and autonomous listening activities are non-existent in both coursebooks for unknown reasons.

Anahtar Kelimeler

Listening , types of listening , 12th-grade listening , listening in high schools , listening in coursebooks , listening in Turkiye.

Kaynakça

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