Dil öğrenenlerin Türkiye bağlamında okuduğunu anlama ihtiyaçları; Kapsamlı bir ihtiyaç analizi

Öz

Bu araştırma, ortaokul 8. sınıf öğrencilerinin okuma anlama ihtiyaçlarını incelemeyi amaçlamaktadır. Verilerin ihtiyaç analizi formları, çevresel ihtiyaç analizi kontrol listeleri ve öğretmen görüşmeleri kullanılarak toplandığı karma yöntemli bir tasarım kullanılmıştır. Veriler 28 öğrenci ve 23 öğretmenden toplanmıştır. Bulgular, öğrencilerin okuduğunu anlama ihtiyaçlarının üç temel alanda kategorize edilebileceğini ortaya koymuştur: (1) okuma stratejilerinin etkin kullanımı, kelime dağarcığı gelişimi ve eleştirel düşünme becerilerini içeren okuma becerileri ve stratejileri; (2 )hem ana dil hem de hedef dildeki yeterliliği ve kültürel anlayış; ve (3) kaynaklara, teknolojiye ulaşım ve destekleyici öğrenme ortamları. Bu bulgular, okuduğunu anlamanın karmaşık doğasının altını çizmektedir. Etkili okuduğunu anlama; dil yeterliliği, okuma stratejileri, çeşitli ve ilgi çekici okuma materyalleri ve destekleyici bir öğrenme ortamı gibi çeşitli faktörleri kapsayan bütüncül bir yaklaşım gerektirir. Birbiriyle bağlantılı bu unsurların ele alınmasıyla, Türk öğrenciler için daha etkili ve kapsayıcı okuma deneyimleri geliştirmeye destek olabilir.

Anahtar Kelimeler

• Dil öğrenen Türkçe öğrencileri
• okuduğunu anlama
• yabancı dil olarak İngilizce
• ihtiyaç analizi
• ortaokul

Language Learners' Reading Comprehension Needs in The Turkish Context: A Comprehensive Needs Analysis.

Öz

This study investigated the reading comprehension needs of 8th-grade Turkish EFL learners in lower secondary education. A mixed-method design was employed in which data were gathered using needs analysis forms, environmental needs analysis checklists, and teacher interviews. Data were collected from 28 students and 23 teachers. The findings revealed that students' reading comprehension needs can be categorized into three primary areas: (1) reading skills and strategies, including the effective use of reading strategies, vocabulary development, and critical thinking skills; (2) language proficiency, encompassing proficiency in both native and target languages and cultural understanding; and (3) environmental factors, such as access to resources, technology, and supportive learning environments. These findings underscore the complex nature of reading comprehension. Effective reading comprehension requires a holistic approach that encompasses various factors, including language proficiency, reading strategies, diverse and engaging reading materials and a supportive learning environment. By addressing these interconnected elements, more effective and inclusive reading experiences can be cultivated for Turkish EFL students.

Anahtar Kelimeler

• Turkish language learners
• reading comprehension
• English as a foreign language
• needs analysis
• lower secondary school

Kaynakça

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