A Schematic Approach To Teaching Listening Comprehension 76

Hasan  Bilokcuoğlu

-

Yıl 2014, Cilt: 5 Sayı: 1, 76 - 87, 08.10.2014

Öz

With recent developments in and studies of language teaching, the listening skill – once believed to be a passive skill - is today discovered to be an ‘interactive’ process in which the concept of background knowledge plays a very significant role. This background knowledge known as ‘schematic knowledge’ is today broadly acknowledged in second or foreign language teaching and a number of studies have been conducted to reveal the importance of schemata in both reading and listening comprehension. The schema theory does not have only one definition. It can be investigated under three main concepts: Linguistic schemata, formal schemata, and content schemata. These concepts are very closely related to learners’ listening comprehension in the acquisition of the second language. This paper not only reviews the significance of schema, a term that refers to background knowledge in listening comprehension, but also demonstrates how it facilitates and positively affects the process of understanding spoken discourse.

Anahtar Kelimeler

Schema theory, background knowledge, listening, listening comprehension

Kaynakça

Adams, M. J. & Collins, A. (1979),“A schema-theoretic view of reading”, In R. O.
Freedle (Ed.), New directions in discourse processing, Norwood, NJ: Ablex Publishing Corporation. Alba, J. W. & Hasher, L. (1983),“Is memory schematic?”,Psychological Bulletin, 93: 203-2
Anderson, R. C. (1977),“The notion of schemata and the educational enterprise”, In
R. C. Anderson, R. J. Spiro, &, W. E. Montague (1977), Schooling and the acquisition of knowledge, Hillsdale, N.J.: Lawrence Erlbaum.
Anderson, A. & Lynch, T. (1988),Listening, New York: Oxford University Press.
Babai, E. (1996),On the incompatility of schema in listening comprehension.
Unpublished master’s thesis, Teacher Training University, Department of Foreign Languages, Tehran, Iran. Bacon, S. M. (1992),“Phases of listening to authentic input in Spanish: A descriptive study”,Foreign Language Annuals, 25: 317-334.
Baltova,I. (1994),“The impact of video on the comprehension skills of core French students”,Canadian Modern Language Review, 50: 507-521.
Barlett, F. (1932),Remembering: A study in experimental and social psychology, Cambridge: Cambridge University Press, http://www.bartlett. psychol.cam.ac.uk/TheoryOfRemembering.htm, Retreived,7 December 2013.
Berne, J. E. (1995),“How does varying pre-listening activities affect second language listening comprehension?”Hispania, 78(2): 316-329.
Brown, G. & Yule, G. (1983),Discourse Analysis, Cambridge University Press.
Buck, G. (2001),Assessing listening, Cambridge: Cambridge University Press.
Byrnes, H. (1984),“The role of listening comprehension: A theoretical base”,Foreign Language Annals, 17: 317-29.
Carroll, D. W. (2008), Psychology of language, 5th. Ed., USA: Thomson Wadsworth.
Carrell, P. L. and Eisterhold, J. C. (1983),“Schema theory and ESL reading pedagogy”,. In Carrell, P. L., Devine, J. and Eskey, D. E. (Eds), (1988), Interactive approaches to second language reading. Cambridge: CUP.
Chiang, C. S. & Dunkel, P. (1992), The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning,TESOL Quarterly, 26: 345-3
Goodman, K. S. (1967),“Reading: A psycholinguistic guessing game”,Journal of the Reading Specialist, 6: 126-135.
Goodman, K. (1975),“The reading process”, In P. L. Carrell, J. Devine, and D. E. Eskey (eds), (1988) Interactive approaches to second language reading, Cambridge: CUP.
Goh, C. (2002),Teaching listening in the language classroom,Singapore: SEAMEO Regional Language Centre.
Gough, P. B. (1972),“One second of reading”, In J. F. Kavanagh, & I. G. Mattingly (Eds.), Language by ear and by eye, Cambridge, MA: MIT Press.
Huang, Q. (2009),“Background knowledge and reading teaching”, Asian social Science, 5(5): 138-142. http://highered.mcgraw-hill.com/sites/dl/free/0073385018/537865/pearson3_sample_ ch0pdf), Retreived, 3 December, 2013.
Imhof, M. (1998),“What makes a good listener? Listening behavior in instructional settings”,International Journal of Listening,12: 81-105.
Jeon, J. (2007),The study of listening comprehension of academic lectures within the construction-integrated model, Published Doctoral Dissertation, School of the Ohio State University.
Johnson, P. (1982),“Effects on reading comprehension of building background knowledge”,TESOL Quarterly, 16(4): 503-516.
Juan, E.U. & Flor, A.M. (2006),Current trends in the development and teaching of the four skills, Berlin: Walter de Gruyter GmbH & Co. KB.
Kemp, J. (2010),“The listening log: Motivating autonomous learning”,ELT Journal, 64(4): 385-395.
Long, D. R. (1989),“Second language listening comprehension: A schema theoretic percpective”,Modern Language Journal, 75: 196-204.
Lundsteen, S. W. (1979),Listening: Its impact on reading and the other language arts2nd ed., Urbana, IL: NCTE/ERIC.
Markham, P. L., & Latham, M. (1987),“The influence of religion-specific background knowledge on listening comprehension of adult second language students”,Language Learning, 37: 157-170.
Mendelsohn, D. (1994),Learning to listen: A strategy-based approach for the second-language learner, San Diego, CA: Dominie Press.
Nunan D. (1997),“Listening in Language Learning,The Language Teacher”, The Japan Association of Language Learning, 21(9): 47-51.
Poplin, M. S. (1988), Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21: 401-416.
Purdy, M. (1997), What is listening? In M. Purdy & D. Borisoff (Eds.), Listening in everyday life: A personal and professional approach (2nd ed.) (pp. 1-20), Lanham, MD: University Press of America.
Pritchard, R. (1990),“The Effects of Cultural Schemata on Reading Processing
Strategies”,Reading Research Quarterly, 25: 273-295. Rubin, J. (1994),“A review of second language listening comprehension research”,The Modern Language Journal, 78: 199-221.
Rost, M. (2002),Teaching and Researching Listening, England: Pearson Education Ltd.
Rumelhart, D. E. (1980),Schemata: the building blocks of cognition. In: R.J. Spiro etal. (eds) Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Lawrence Erlbaum.
Sadighi, F. (2006),“Is listening comprehension influenced by the background knowledge of the learners? A case study of Iranian EFL learners”,Linguistics Journal, 71: 18-27.
Safamanzar, J. (1994),Schema theory and listening comprehension, Unpublished maaster’s thesis, Allameh Tabatabaie University, Tehran, Iran.
Shemshadi, A. (1995),The role of schema-theory in EFL Iranian learners’ listening compehension, Unpublished master’s thesis, Tarbiat Modarres University, Tehran, Iran.
Shin, M. (1992),“Beyond comprehension exercises in the ESL academic reading classes”,TESOL Quarterly, 26(2): 289-318.
Smith, F. (1971), Understanding reading,New York: Holt Rinehart and Winston.
Smith, F. (1994),Understanding reading,5th ed., Hillsdale, NJ: Lawrence Erlbaum Associates.
Steinberg, S. (2007),An Introduction to Communication Studies, Juta and Company
Ltd. Retrieved, 1 May 2014, http://www.au.afmil./au/awc, Retreived, 3 December 20
Taglieber, L. K., Johnson, L. L., & Yarbrough, D. B. (1988),“Effects of prereading activities on EFL reading by Brazilian college students”,TESOL Quarterly, 22: 4554
Taylor, S. E. & Crocker, J. (1981),“Schematic bases of social information processing”, In E. T. Higgins, C. P. Herman, & M. P. Zanna (Eds.), Social cognition: The Ontario Symposium, 1: 89-134, Hillslade, NJ: Lawrence Erlbaum.
Tudor, I. & Tuffs, R. (1991),“Formal and content schemata activation in L2 viewing comprehension”,RELC Journal, 22(2): 79-97.
Underwood, M. (1989),Teaching listening, London: Longman.
Vacca, R., & Vacca, J. (1999),Content area reading, New York: Longman.
Weissenreider, M. (1987),“Listening to news in Spanish”,Modern Language Journal, 71: 18-27.
Widdowson, H. G. (1983),Learning purpose and language use, London: Oxford University Press.
Yang, (2010),“The Influence of Schema & Cultural Difference on L1 and L2 Reading”,English Language Teaching, vol.3, No: 4. Retrieved, 01 May, 2014, from .file:///C:/Users/BFB/Downloads/8389-25863-1-PB.pdf, Retreived, 3 December 20
Yekovich, F. R., & Walker, C. H. (1988),“The activation and use of scripted knowledge in reading about routine activities”, In B. Britton & S. M. Glynn (Eds.), Executive control processes in reading. Hillsdale, NJ: Lawrence Erlbaum Associate. Zeng, Ya-jun (2007),“Schema theory and its application in teaching listening for non-English major undergraduates”,Sino-US English Teaching, 4(6): 3236,http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.129.424&rep=rep1&ty pe=pdf, Retrevied, 26 April 2014.
Zhang, D. (2006),“Strategy Knowledge and Perceived Strategy Use: Singaporean Students’ Awareness ofListening and Speaking Strategies”,Language Awareness,15(3): 199-219.
Zhu, E. (1997),Hypermedia interface design: The effects of number of links and granularity of nodes, Dissertation Abstracts International Section A: Humanities and Social Sciences.
Hasan Bilokcuoğlu, B.A. the European University of Lefke & M.A. the European University of Lefke, and PhD in ELT in progress, is currently working at the European University of Lefke. He is deeply interested in the applications of the schemata theory onto reading comprehension. Additionally, he is interested in the effects of cultural schemata and reading comprehension, and English for Specific Purposes. Lisans ve yüksek lisansını Lefke Avrupa Üniversitesi’nde tamamlayan ve İngiliz Dili ve Eğitimi üzerine doktora yapmakta olan Hasan Bilokcuoğlu, şu anda Lefke Avrupa Üniversitesi’nde çalışmaktadır. Şema teorisinin okuduğunu anlama üzerine olan etkileri konusundaki uygulamalarla ilgilenmektedir. Ayrıca, kültürel şemanın okuduğunu anlamaya etkileri ve servis İngilizcesi konularıyla ilgilenmektedir.

A Schematic Approach To Teaching Listening Comprehension 76

Yıl 2014, Cilt: 5 Sayı: 1, 76 - 87, 08.10.2014

Hasan Bilokcuoğlu

Öz

Bir zamanlar edilgen bir beceri olduğuna inanılan dinleme becerisinin, son zamanlardaki gelişmeler ve araştırmalarla içinde artalan bilgisi kavramının önemli rol oynadığı ‘etkileşimli’ bir süreç olduğu ortaya çıkarılmıştır. ‘Şematik bilgi’ olarak da adlandırılan artalan bilgisinin önemi günümüzde ikinci ya da yabancı dil öğretiminde geniş bir biçimde onaylanmış ve şema’nın hem okuduğunu hem de dinlediğini anlamadaki önemini ortaya çıkarmak için pek çok araştırma yapılmıştır. Şema kuramının tek bir tanımı yoktur. Bu kuram üç ana kavram altında incelenebilir: Dilsel şema, biçimsel şema ve içeriksel şema. Bu kavramlar, ikinci dil ediniminde öğrenenlerin dinlediğini anlamasıyla çok yakından bağlantılıdır. Bu makale artalan bilgisini gösteren şema teriminin dinlediğini anlamadaki önemini gözden geçirmenin yanında sözlü söylemi anlama sürecini nasıl kolaylaştırdığını ve olumlu bir biçimde etkilediğini de göstermektedir.

Anahtar Kelimeler

Şema kuramı, artalan bilgisi, dinleme, dinlediğini anlama.

Kaynakça

Adams, M. J. & Collins, A. (1979),“A schema-theoretic view of reading”, In R. O.
Freedle (Ed.), New directions in discourse processing, Norwood, NJ: Ablex Publishing Corporation. Alba, J. W. & Hasher, L. (1983),“Is memory schematic?”,Psychological Bulletin, 93: 203-2
Anderson, R. C. (1977),“The notion of schemata and the educational enterprise”, In
R. C. Anderson, R. J. Spiro, &, W. E. Montague (1977), Schooling and the acquisition of knowledge, Hillsdale, N.J.: Lawrence Erlbaum.
Anderson, A. & Lynch, T. (1988),Listening, New York: Oxford University Press.
Babai, E. (1996),On the incompatility of schema in listening comprehension.
Unpublished master’s thesis, Teacher Training University, Department of Foreign Languages, Tehran, Iran. Bacon, S. M. (1992),“Phases of listening to authentic input in Spanish: A descriptive study”,Foreign Language Annuals, 25: 317-334.
Baltova,I. (1994),“The impact of video on the comprehension skills of core French students”,Canadian Modern Language Review, 50: 507-521.
Barlett, F. (1932),Remembering: A study in experimental and social psychology, Cambridge: Cambridge University Press, http://www.bartlett. psychol.cam.ac.uk/TheoryOfRemembering.htm, Retreived,7 December 2013.
Berne, J. E. (1995),“How does varying pre-listening activities affect second language listening comprehension?”Hispania, 78(2): 316-329.
Brown, G. & Yule, G. (1983),Discourse Analysis, Cambridge University Press.
Buck, G. (2001),Assessing listening, Cambridge: Cambridge University Press.
Byrnes, H. (1984),“The role of listening comprehension: A theoretical base”,Foreign Language Annals, 17: 317-29.
Carroll, D. W. (2008), Psychology of language, 5th. Ed., USA: Thomson Wadsworth.
Carrell, P. L. and Eisterhold, J. C. (1983),“Schema theory and ESL reading pedagogy”,. In Carrell, P. L., Devine, J. and Eskey, D. E. (Eds), (1988), Interactive approaches to second language reading. Cambridge: CUP.
Chiang, C. S. & Dunkel, P. (1992), The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning,TESOL Quarterly, 26: 345-3
Goodman, K. S. (1967),“Reading: A psycholinguistic guessing game”,Journal of the Reading Specialist, 6: 126-135.
Goodman, K. (1975),“The reading process”, In P. L. Carrell, J. Devine, and D. E. Eskey (eds), (1988) Interactive approaches to second language reading, Cambridge: CUP.
Goh, C. (2002),Teaching listening in the language classroom,Singapore: SEAMEO Regional Language Centre.
Gough, P. B. (1972),“One second of reading”, In J. F. Kavanagh, & I. G. Mattingly (Eds.), Language by ear and by eye, Cambridge, MA: MIT Press.
Huang, Q. (2009),“Background knowledge and reading teaching”, Asian social Science, 5(5): 138-142. http://highered.mcgraw-hill.com/sites/dl/free/0073385018/537865/pearson3_sample_ ch0pdf), Retreived, 3 December, 2013.
Imhof, M. (1998),“What makes a good listener? Listening behavior in instructional settings”,International Journal of Listening,12: 81-105.
Jeon, J. (2007),The study of listening comprehension of academic lectures within the construction-integrated model, Published Doctoral Dissertation, School of the Ohio State University.
Johnson, P. (1982),“Effects on reading comprehension of building background knowledge”,TESOL Quarterly, 16(4): 503-516.
Juan, E.U. & Flor, A.M. (2006),Current trends in the development and teaching of the four skills, Berlin: Walter de Gruyter GmbH & Co. KB.
Kemp, J. (2010),“The listening log: Motivating autonomous learning”,ELT Journal, 64(4): 385-395.
Long, D. R. (1989),“Second language listening comprehension: A schema theoretic percpective”,Modern Language Journal, 75: 196-204.
Lundsteen, S. W. (1979),Listening: Its impact on reading and the other language arts2nd ed., Urbana, IL: NCTE/ERIC.
Markham, P. L., & Latham, M. (1987),“The influence of religion-specific background knowledge on listening comprehension of adult second language students”,Language Learning, 37: 157-170.
Mendelsohn, D. (1994),Learning to listen: A strategy-based approach for the second-language learner, San Diego, CA: Dominie Press.
Nunan D. (1997),“Listening in Language Learning,The Language Teacher”, The Japan Association of Language Learning, 21(9): 47-51.
Poplin, M. S. (1988), Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21: 401-416.
Purdy, M. (1997), What is listening? In M. Purdy & D. Borisoff (Eds.), Listening in everyday life: A personal and professional approach (2nd ed.) (pp. 1-20), Lanham, MD: University Press of America.
Pritchard, R. (1990),“The Effects of Cultural Schemata on Reading Processing
Strategies”,Reading Research Quarterly, 25: 273-295. Rubin, J. (1994),“A review of second language listening comprehension research”,The Modern Language Journal, 78: 199-221.
Rost, M. (2002),Teaching and Researching Listening, England: Pearson Education Ltd.
Rumelhart, D. E. (1980),Schemata: the building blocks of cognition. In: R.J. Spiro etal. (eds) Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Lawrence Erlbaum.
Sadighi, F. (2006),“Is listening comprehension influenced by the background knowledge of the learners? A case study of Iranian EFL learners”,Linguistics Journal, 71: 18-27.
Safamanzar, J. (1994),Schema theory and listening comprehension, Unpublished maaster’s thesis, Allameh Tabatabaie University, Tehran, Iran.
Shemshadi, A. (1995),The role of schema-theory in EFL Iranian learners’ listening compehension, Unpublished master’s thesis, Tarbiat Modarres University, Tehran, Iran.
Shin, M. (1992),“Beyond comprehension exercises in the ESL academic reading classes”,TESOL Quarterly, 26(2): 289-318.
Smith, F. (1971), Understanding reading,New York: Holt Rinehart and Winston.
Smith, F. (1994),Understanding reading,5th ed., Hillsdale, NJ: Lawrence Erlbaum Associates.
Steinberg, S. (2007),An Introduction to Communication Studies, Juta and Company
Ltd. Retrieved, 1 May 2014, http://www.au.afmil./au/awc, Retreived, 3 December 20
Taglieber, L. K., Johnson, L. L., & Yarbrough, D. B. (1988),“Effects of prereading activities on EFL reading by Brazilian college students”,TESOL Quarterly, 22: 4554
Taylor, S. E. & Crocker, J. (1981),“Schematic bases of social information processing”, In E. T. Higgins, C. P. Herman, & M. P. Zanna (Eds.), Social cognition: The Ontario Symposium, 1: 89-134, Hillslade, NJ: Lawrence Erlbaum.
Tudor, I. & Tuffs, R. (1991),“Formal and content schemata activation in L2 viewing comprehension”,RELC Journal, 22(2): 79-97.
Underwood, M. (1989),Teaching listening, London: Longman.
Vacca, R., & Vacca, J. (1999),Content area reading, New York: Longman.
Weissenreider, M. (1987),“Listening to news in Spanish”,Modern Language Journal, 71: 18-27.
Widdowson, H. G. (1983),Learning purpose and language use, London: Oxford University Press.
Yang, (2010),“The Influence of Schema & Cultural Difference on L1 and L2 Reading”,English Language Teaching, vol.3, No: 4. Retrieved, 01 May, 2014, from .file:///C:/Users/BFB/Downloads/8389-25863-1-PB.pdf, Retreived, 3 December 20
Yekovich, F. R., & Walker, C. H. (1988),“The activation and use of scripted knowledge in reading about routine activities”, In B. Britton & S. M. Glynn (Eds.), Executive control processes in reading. Hillsdale, NJ: Lawrence Erlbaum Associate. Zeng, Ya-jun (2007),“Schema theory and its application in teaching listening for non-English major undergraduates”,Sino-US English Teaching, 4(6): 3236,http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.129.424&rep=rep1&ty pe=pdf, Retrevied, 26 April 2014.
Zhang, D. (2006),“Strategy Knowledge and Perceived Strategy Use: Singaporean Students’ Awareness ofListening and Speaking Strategies”,Language Awareness,15(3): 199-219.
Zhu, E. (1997),Hypermedia interface design: The effects of number of links and granularity of nodes, Dissertation Abstracts International Section A: Humanities and Social Sciences.
Hasan Bilokcuoğlu, B.A. the European University of Lefke & M.A. the European University of Lefke, and PhD in ELT in progress, is currently working at the European University of Lefke. He is deeply interested in the applications of the schemata theory onto reading comprehension. Additionally, he is interested in the effects of cultural schemata and reading comprehension, and English for Specific Purposes. Lisans ve yüksek lisansını Lefke Avrupa Üniversitesi’nde tamamlayan ve İngiliz Dili ve Eğitimi üzerine doktora yapmakta olan Hasan Bilokcuoğlu, şu anda Lefke Avrupa Üniversitesi’nde çalışmaktadır. Şema teorisinin okuduğunu anlama üzerine olan etkileri konusundaki uygulamalarla ilgilenmektedir. Ayrıca, kültürel şemanın okuduğunu anlamaya etkileri ve servis İngilizcesi konularıyla ilgilenmektedir.

Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Araştırma
Yazarlar	Hasan Bilokcuoğlu Bu kişi benim
Yayımlanma Tarihi	8 Ekim 2014
Yayımlandığı Sayı	Yıl 2014 Cilt: 5 Sayı: 1

Kaynak Göster

APA	Bilokcuoğlu, H. . (2014). A Schematic Approach To Teaching Listening Comprehension 76. LAÜ Sosyal Bilimler Dergisi, 5(1), 76-87.

Makale Dosyaları

Tam Metin

Lefke Avrupa Üniversitesi (LAÜ) Sosyal Bilimler Dergisi haziran ve aralık aylarında olmak üzere yılda iki defa yayınlanan iki hakemli bir dergidir. Derginin yelpazesi toplum bilimlerinin tüm disiplinlerini ve dallarını kapsamaktadır. LAÜ Sosyal Bilimler Dergisi yalnızca Türkçe ve İngilizce makaleleri kabul etmektedir. http://euljss.eul.edu.tr/euljss/