EFFECTS OF FOREIGN LANGUAGE KNOWLEDGE TRANSFER AND GENDER ON TEST RESULTS OF UNDERLINING

Öz

-

Anahtar Kelimeler

• -

EFFECTS OF FOREIGN LANGUAGE KNOWLEDGE TRANSFER AND GENDER ON TEST RESULTS OF UNDERLINING

Öz

Araştırmalar üniversiteye yeni katılan öğrencilerin neyi okumaları gerektiğini bilmediklerinden dolayı okuma ödevlerinde zorlandıklarını göstermiştir. Bu çalışma, yabancı dil bilmenin ve cinsiyetin, üniversite öğrencilerinin metin alt çizme üzerine etkisini araştırmayı amaçlamaktadır. Aynı zamanda, bu konuda yüksek ve düşük notlar alan bazı öğrencilerin okuma ve alt çizme konusundaki görüşleri ile kendilerini birer okur olarak nasıl algıladıkları da araştırılmıştır. Bu amaçla, sınav sonuçlarına göre, her iki bölümden toplam 20 öğrenciden görüşme yoluyla nitel veri toplanmıştır. Nicel araştırma yabancı dil bilgisinin açıklamacı metin alt çizme üzerinde anlamlı bir fark yarattığını göstermiştir. Cinsiyet aynı konuda anlamlı bir belirleyici değildir. Nitel bulgular tema kodlaması ile tablolara aktarılmıştır

Anahtar Kelimeler

• Okuma ödevi, ders çalışma stratejileri, alt çizme, yabancı dil, cinsiyet

Kaynakça

1. Afflerbach, P. (2002). Teaching reading self-assessment strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 96-111), New York: Guilford.
2. Ainley, M., Hillman, K., & Hidi, S. (2002). Gender and interest processes in response to literary texts: Situational and individual interest. Learning and Instruction, 12, 411-428.
3. Blanchard, J. & Mikkelson, V. (1987). Underlining performance outcomes in expository text. Journal of Educational Research, 80(4), 197-201.
4. Bray, G. B. & Barron, S. (2003-2004). Assessing reading comprehension: the effects of text- based interest, gender, and ability. Educational Assessment, 9(3&4), 107-128.
5. Brantmeier, C. (2003). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, 15(1), 1-27.
6. Brown, A. L. & Smiley, S. S. (1978). The development of strategies for studying texts. Child Development, 49, 1076-1088.
7. Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(11), 121-134.
8. Carrell, P. L. & Wise, T. E. (1998). The relationship between prior knowledge and topic interest in second language reading. Studies in Second Language Acquisition, 20, 285-309.

9. Clump, M. A., Bauer, H. & Bradley, C. (2004). The extent to which Psychology students read textbooks: A multiple class analysis of reading across the Psychology curriculum. Journal of Instructional Psychology, 31, 227-229.
10. Colom, R., Contreras, MaJ., Arend, I., Leal, O. G. & Santacreu, J. (2004). Sex differences in verbal reasoning are mediated by sex differences in spatial ability. The Psychological Record, 54, 365-372.
11. Culyer, R. C. (1996). Making homework work. Education Digest, 61(9), 52-53.
12. Derry, S. J. (1988-1989). Putting learning strategies to work. Educational Leadership, 46(4), 4-10.
13. Gettinger, M. & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350-365.
14. Guthrie, J. T. & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
15. Hosenfeld, C. (1978). A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners. System, 5(2), 110-123.
16. Jimenez, R. T., Garcia, G. E. & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: opportunities and obstacles. Reading Research Quarterly, 31(1), 90-112.
17. Lindblom-Ylänne, S. (2004). Raising students’ awareness of their approaches to study. Innovations in Education and Teaching International, 41(4), 405-421.
18. Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. The Journal of Educational Research, 100(1), 3-20.
19. Martino, N. L., Norris, J. A., & Hoffman, P. R. (2001). Reading comprehension instruction: effects of two types. Journal of Developmental Education, 25(1), 2-12.
20. Odabaş, H., Odabaş, Z.Y., & Polat, C. (2008). Üniversite öğrencilerinin okuma alışkanlığı: Ankara Üniversitesi örneği. Bilgi Dünyası, 9(2), 431-465.
21. Oxford, R. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students.
22. The Modern Language Journal, 73(3), 291-300.
23. Padron, Y. N. (1992). The effects of strategy instruction on bilingual students’ cognitive strategy use in reading. Bilingual Research Journal, 16(3&4), 36-51.
24. Peverly, S. T., Brobst, K. E., & Morris, K. S. (2002). The contribution of reading comprehension ability and meta-cognitive control to the development of studying in adolescence. Journal of Research in Reading, 25(2), 203-216.
25. Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545-561). Mahwah, NJ: Erlbaum.
26. Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 291-309), Newark, DE: International Reading Association.
27. Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: It’s more than textbook reading strategies.
28. Journal of Adolescent & Adult Literacy, 43(6), 528-541.
29. Simpson, M. L., & Nist, S. L. (2002). Encouraging active reading at the college level. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: research-based best practices (pp. 365-379), New York: Guilford.
30. Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir
31. araştırma tekniği: Görüşme. Eğitim Yönetimi, 6(24), 543-559.
32. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
33. Yıldırım, A. & Şimşek H. (2004). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
34. Yip, M. C. W., & Chung, O. L. L. (2005). Relationship of study strategies and academic performance in different learning phases of higher education in Hong Kong. Educational Research and Evaluation, 11(1), 61-70.
35. Yüksel, S. & Koşar, E. (2001) Eğitim fakültesi öğrencilerinin ders çalışırken kullandıkları öğrenme stratejileri. Çağdaş Eğitim, 26(278), 29-36.