Çizgi film yazılımının okuma becerisi gelişimindeki etkileri

Öz

Son yıllardaki teknolojik gelişmeler sayesinde dil öğretilen sınıflar diğer tüm eğitim ortamları gibi değişmeye başlamıştır. Teknolojik yazılım ve web araçlarının günümüz eğitiminin birer parçasıdır. Bu nedenle pek çok yabancı dil öğretmeni de bu tip teknolojileri sınıflarında uygulamak için çeşitli yollar denemektedir. Bu bağlamda, bu çalışmada çizgi film yazılımının A2 seviyesindeki öğrencilerin okuma beceresinin gelişimdeki etkileri araştırılmaktadır

Anahtar Kelimeler

• çizgi filmler, okuma becerisi, İngilizce öğretimi, görsel kullanımı

The effects of cartoon software on developing reading skills

Öz

Thanks to the technological advances, language teaching classrooms, along with the other classroom settings, have been exposed to a shift. Due to the fact that the contributions of technological software and Web tools to language skills are a requirement in this world of education, language teachers try various ways to use technology in their classroom settings. In this respect, the present study aims to see the effects of cartoon software on developing reading skills of A2 level students

Anahtar Kelimeler

• cartoons, reading skill, English language teaching, visual input

Kaynakça

1. Baker, A. (2011). Using comics to improve literacy in English language learners. Research paper submitted in partial fulfilment of the requirements for the degree of Master of Science in Library Science and information Services in the Department of Educational Leadership and Human Development University of Central Missouri.
2. Bahrani, T. & Sim, T. S. (2012). Audiovisual news, cartoons, and films as sources of authentic language input and language proficiency enhancement. The Turkish Online Journal of Educational Technology, 11 (4), 56-64.
3. Çakır, İ. (2006). Yabancı dil öğretiminde görsel-işitsel ders aracı olarak videonun kullanılması. The Turkish Online Journal of Educational Technology, 5 (4), 67-72.
4. Diakidoy, I. A. N., Stylianou, P., Karefillidou, C., Papageorgiou, P. (2005). The relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology, 26 (1), 55- 80.
5. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
6. Fraenkel, J. R. & Wallen, N. E. (2003). How to design and evaluate research in education (5th edition). New York: McGraw Hill.
7. Kasper, L. F. (2000). New technologies, new literacies: Focus discipline research and ESL learning communities. Language learning & Technology, 4 (2), 105-128.
8. Lai, C. H., Bjornerud, P. M., Akahori, K., Hayashi, S. (2002). The design and evaluation of language learning materials based on comic stories and comic strips. Proceedings of the International Conference on Computers in Education.

9. Murphy, J. M. (1996). Integrating listening and reading instruction in EAP programs. English for Specific Purposes, 15 (2), 105-120.
10. Phipps, S. & Borg, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37, 380-390.
11. Shohamy, E. & Inbar, O. (1991). Validation of listening comprehension tests: The effect of text and question type. Language Testing, 8 (1), 23-40.
12. Weaver, C. (1996). Teaching grammar in context. Portsmouth: Boynton/Cook Publishers, Heinemann.
13. Web 2.0 tool. Retrieved on 10.05.2012 from http://www.makebeliefscomix.com/Comix/
14. Ybarra, R. & Green, T. (2003). Using technology to help ESL/EFL students develop language skills. The Internet TESL Journal, 9 (3)