Cornell Not Alma Tekniğinin Lise Öğrencilerinin Dinleme Becerisi Üzerine Etkisi

Öz

Not alma teknikleri dinleme anlama yeteneğini güçlendirmede en etkili bilişsel tekniklerden biri olduğu düşünülmektedir. Birçok not alma stilinin arasından, Cornell yöntemi bilgiyi geri alma ve elde etme konusunda en yaygın kabul gören teknik olmuştur. Dinleme becerisi yabancı dil öğrencileri için zorluk yaratan bir konu olarak algılandığından not alma bu soruna olası bir çözüm olarak görülmüştür. Bu nedenle, bu çalışma lise öğrencileri üzerinde zaman serisi tasarımı araştırma modelinde not alma etkisini keşfetmeyi amaçlamaktadır. 25 öğrencinin dinleme anlama yetenekleri müdahaleden önce 4 kez ve müdahaleden sonra 4 kez test edilmiştir. Yapılan istatistikler ve anket sorularına verilen yanıtlar, Cornell not alma yönteminin dinleme anlama seviyesini artırmadığını gösterdi. Anket sorularına verin cevaplar, öğrencilerin düşük dil yeterliliğinden dolayı dikkatlerini not almaya ayırmadıklarını göstermiştir. Ayrıca bazı eğitimsel çıkarımlar ve araştırma önerileri de sunulmuştur.

Anahtar Kelimeler

• İngiliz dili eğitimi
• dinleme becerisi
• Cornell not tutma tekniği

The Effects of Cornell Note-taking Method on High School Students’ Listening Skill

Öz

Note-taking is one of the most influential cognitive techniques to help strengthen listening comprehension. Out of many styles of note-taking, Cornell has been the most commonly accepted technique to retrieve and attain information. As listening comprehension is perceived to be problematic for learners in the EFL context, note-taking is a probable solution. Therefore, this study aimed to explore the effect of note-taking on listening comprehension in the case of high school students in the research design of time-series design. Twenty-five students’ listening comprehension was tested four times before and four times after the intervention. The statistics and responses to the questionnaire showed that Cornell note-taking did not increase listening comprehension. On the grounds of the questionnaire items, students’ low level of linguistic proficiency could not spare them some space to allocate their attention to note-taking. Some educational implications and research suggestions were also provided.

Anahtar Kelimeler

• English language teaching
• listening comprehension
• Cornell note-taking

Kaynakça

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