İngilizce Kelime Öğretiminde Kullanılan Hikâye Anlatım Yönteminin (HAY) Etkisinin İncelenmesi

Öz

Yeni nesil öğrencilerin yabancı dil öğreniminde karşılaştıkları zorluklar, özellikle küçük yaşta edinilmesi gereken temel dil ediminin verimli oluşturulamamasına sebep olmaktadır. Eskiden yürütülen eğitim öğretim sürecinin günümüzde ne kadar verimli olduğu ise üzerinde düşünülmesi gereken bir konudur. Genç öğrencilere yabancı dilin öğretiminde verimli bir süreç geçirmek için öncelikle onların ihtiyaçları, motivasyonları dikkate alınmalı, yani yeni bir dil öğretmek için yeni neslin dilinden anlanmalıdır. Bu çalışmanın amacı, hikâye anlatım yönteminin özellikle küçük yaş grubundaki öğrencilerin yabancı dil dersinde kelime öğrenimindeki başarı ve motivasyonları üzerindeki etkisini incelemektir. Bu doğrultuda, araştırmacı tarafından hazırlanan bir dilbilgisi konusuna yönelik, özellikle ilkokul müfredatında en çok kullanılan elli fiil tercih edilerek oluşturulmuş hikâye, çalışmanın özgünlüğünü sergilemekle birlikte merkezinde bulunmaktadır. Çalışmada öntest-sontest kontrol gruplu araştırma modeli kullanılmıştır. Araştırma, 2022-2023 eğitim öğretim yılı içerisinde, Samsun ilinde özel bir okulun ilkokul 3. sınıf kademesinde 23 kişilik deney ve 23 kişilik bir kontrol grubuyla toplamda 46 öğrenci ile sürdürülmüştür. Deney grubundaki öğrencilere hikâye anlatım yöntemi ile, kontrol grubundaki öğrencilere ise geleneksel yöntem ile geçmiş zamanda fiillerin çekimleri ve anlamları ele alınarak öğretim süreci için tasarlanan ders planları gerçekleştirilmiştir. Çalışma ile ilgili verileri toplamak için, “Başarı Testi ve Motivasyon Envanteri” uygulanmıştır. Veriler içerik analizi ve yinelenmiş ölçümler için varyans analizi (ANOVA) ile değerlendirilmiştir. Elde edilen sonuçlara göre; deney grubunda yer alan Hikâye Anlatım Yöntemi ile eğitim alan öğrencilerin, öntest ve sontest puanları arasında anlamlı fark bulunmuştur. Kontrol grubunda yer alan geleneksel yöntem ile eğitim alan öğrencilerin öntest ve sontest puanları arasında anlamlı fark bulunmamıştır. Deney grubunun motivasyon envanteri ile kontrol grubunun motivasyon envanteri arasında kontrol grubuna yönelik anlamlı bir fark elde edilmesi ile birlikte hikâye anlatım yöntemi ile işlenen derslerin etkililiği olumlu anlamda sonuçlanmıştır. Bunlara dayanarak, eğitimde yenilikçi yaklaşımların önemi vurgulanmış olup, yeni nesil öğrencilerin ihtiyaçlarına yönelik olarak geliştirilecek yöntemlerin eğitim alanında daha geniş çapta uygulanması gerektiği önerilmiştir.

Anahtar Kelimeler

• Hikâye anlatım tekniği
• Kelime öğrenme stratejileri
• Dil bilgisi öğrenme
• Çocuklara İngilizce öğretimi

The Investigation of the Impact of the Storytelling Method (STM) Used in English Vocabulary Teaching

Öz

This study aims to examine the impact of the storytelling method (STM) in foreign language teaching on the vocabulary acquisition and motivation of primary school students. The research was conducted using a pre-test post-test control group experimental design with 46 third-grade students from a private primary school in Samsun. While past tense verbs were taught to the students in the experimental group using the storytelling method, traditional methods were used for the control group. During the four-week instruction period, which consisted of 12 lessons, a total of 50 verbs were taught: 4 verbs per lesson during the first 10 lessons and 5 verbs per lesson during the last 2 lessons. A valid and reliable achievement test, designed to assess the correct identification of both the past tense forms and meanings of the 50 taught verbs, was administered. The difficulty index of the test items ranged between 0.40 and 0.60, while the discrimination index was determined to be above 0.30. The reliability of the test was calculated with the KR-20 reliability coefficient, which was found to be .88. One week after the completion of the instructional process, the same achievement test was administered as a post-test to both groups. The results indicated a significant improvement in vocabulary acquisition in favor of the experimental group. Additionally, to measure the students' motivation levels, the 17-item Intrinsic Motivation Inventory (IMI) developed by Deci and Ryan (1982) was administered. This inventory, which includes sub-dimensions such as interest, competence, effort, value, pressure, and choice, had a Cronbach’s Alpha value of .79. The results demonstrated a significant increase in motivation in the experimental group. The findings of the study highlight the importance of student-centered and creative teaching methods in the learning processes of younger students and suggest that these methods should be adapted to meet the needs of younger age groups.

Anahtar Kelimeler

• Storytelling method
• Vocabulary learning strategies
• Grammar learning
• Teaching English to children

Kaynakça

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