Gönüllü Okuma

Öz

Okuma becerisinin hem anadile hem de yabancı dile katkısı kuşkusuz büyüktür. İnsanların ne kadar çok okudukları konuşmalarından ve yazdıklarından rahatlıkla anlaşılabilir. Düzenli okuyan insanların sahip oldukları özellikleri şöyle sıralayabiliriz: zengin kelime dağarcı, düzgün dilbilgisi kullanımı, geniş genel kültür, imla kurallarına uyma, akıcı konuşma, yazma üretkenliği, vs. Kitap okumak bu kadar faydalı iken, her nedense insanımıza bilhassa gençlerimize bir türlü kitap okutamıyoruz. Bunun birçok sebeplerinin başında özellikle sevdiğimiz kitapları okumak yerine, okunması gerektiğine inandığımız veya bize eğitim hayatımız boyunca müfredat gereği bize bizim için belirlenen kitapları okumak durumunda kalmamız gelmektedir. Bizim ilgi alanımızın dışında kaldıkları için bazı kitaplar okunmaya başlandıktan sonra ya yarım bırakılmakta, ya bir yerde unutulmakta, ya da geçiştirilmektedirler. Oysa, insanlar sevdikleri kitapları bulup okuyabilseler iç dünyalarında yaşayacakları değişiklere kendileri de şaşıracaklardır. Bu bağlamda, bu çalışmanın amacı okuma konusunda çığır açmış Krashen‟in kuramlarının çerçevesinde gönüllü okumaya açıklık getirmektir. Bu kuramsal bilgilerin ışığında pratik örneklerle insanların gönüllü okumaya olan ciddi inançlarını tazelemektir

Anahtar Kelimeler

• kitap, okumak, gönüllü, edinim, kelime

Free Voluntary Reading

Öz

Doubtless to say, the contribution of reading skill to first and second language acquisition is enormous. From one‟s speaking and writing we can more or less conclude how much s/he has read. We can list the characteristics of good readers as follows: rich vocabulary knowledge advanced reading comprehension, accurate grammar usage, broad general knowledge, correct spelling and punctuation, writing ability, and so on. If reading is so powerful, why cannot we promote reading books in our society, particularly among young people? The fact that we are imposed to read books which we think are necessary or compulsory rather than the ones which we would like to read voluntarily, is the main reason why many of us are not able to develop a life-time reading habit. Since compulsory books, such as teacher-selected books are outside one‟s interest; they are destined to be forgotten sometime, or they suffer form shallow reading, or they are mostly returned to their place on the shelf after browsing the initial pages. However, if people of all ages, especially children would read self-selected books they enjoy, they would be surprised to notice the great change inside them. Therefore, the purpose of this study is to revitalize free voluntary reading by referring to Krashen‟s well-known hypotheses. Also, it aims to revive the reader‟s belief in free voluntary reading with theoretical and practical examples

Anahtar Kelimeler

• books, reading, voluntary, acquisition, vocabulary

Kaynakça

1. Alderson, J.C., & Urquhart, A.H. (1984). Postscript on Hosenfeld. In J.C. Alderson & A.H.. Urquhart (Eds.), Reading in a Foreign Language (pp. 245-249). New York: Longman.
2. Allington, R., & McGill-Franzen, A. (2003). The impact of summer setback on the reading achievement gap. PhiDelta Kappan, 85(1), 68–75.
3. Angelos, S. & McGriff, N. (2002). Tracking students‟ reading progress. Knowledge Quest, 30, 44-46.
4. Bhatia, K. T.(2006). Super-heroes to super languages: American popular culture through South Asian language comics. World Englishes, 25(2), 279–297.
5. Bamford, J. (1984). Extensive reading with graded readers. The Language Teacher, 8(4), 3-14.
6. Cary, S. (2004). Going graphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann.
7. Cho, K.S. & Kim, H. J. (2005). Using the newspaper in an English as a foreign language class. Knowledge Quest 34(4): 47-49.
8. Cho, K. S. & Krashen, S. (2002). Reading in English as a Foreign Language: What a Mother Can Do. Reading Improvement. 39(4), 158+

9. Durkin, D. (1966). Children who read early: Two longitudinal studies. New York: Teachers College Press.
10. Cox, K.E. & Guthrie, J.T. (2001). Motivational and cognitive contributions to students' amount of reading. Contemporary Educational Psychology, 26, 116-131. Desmond, R. (2001). Free reading: Implications for child development. In D. Singer & J. Singer (Eds.), Handbook of children and the media (pp. 29–45). Thousand Oaks, CA: Sage.
11. Dulay, H., Burt, M., & Krashen, S. (1982). Language two. New York: Oxford University Press.
12. Freeman, D., & Freeman, Y. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann.
13. Guthrie, J.T. & Alvermann, D. E. (1999). Engaged Reading: Processes, Practices, and Policy Implications. New York: Teachers College Press.
14. Hart, P. (2001). National Education Association poll of the reading habits of adolescents. Washington, DC: National Education Association. Retrieved December 19, 2001,from www.nea.org/readingmatters/readpoll.html
15. Holden, J. (2004). Creative Reading. London: Demos.
16. Kim, J. (2004). Summer reading and the ethnic achievement gap. Journal of Education for Students Placed at Risk, 9, 169–188.
17. Kitao, K.C., & Shimatani, H. (1988). Jishu-teki na eigo no dokusho shido [Pleasure reading: Setting up a special English section in the library]. The language Teacher, 12(2), 47-49.
18. Kringelbach, M. L. (2008) The hedonic brain: A functional neuroanatomy of human pleasure. In: Pleasures of the brain. Eds. M. L. Kringelbach, K. C. Berridge. New York: Oxford University Press.
19. Krashen, S.D. (1985). Inquiries and insights. Hayward; CA: Alemany Press.
20. Krashen, S. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.
21. Krashen, S. (2006). Free Reading. School Library Journal, (9) 43-46.
22. McGrath, A. (2005). A new read on teen literacy. U.S. News & World Report. Retrieved
23. www.usnews.com/usnews/culture/articles/050228/28literacy.htm
24. McQuillian, J. (1994). Reading versus grammar: What students think is pleasurable for language acquisition. Applied Language Learning (5), 95-100.
25. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
26. Padak, N. & Rasinski, T. (2007). Is Being Wild About Harry Enough? Encouraging Independent Reading at Home. The Reading Teacher, 61(4), 350–353
27. Ranker, J. (2008). Using Comic Books as Read-Alouds: Insights on Reading Instruction from an English as a Second Language Classroom. Reading Teacher, 61(4), 296-305.
28. Sanacore, J. (2002). Struggling literacy learners benefit from lifetime literacy efforts. Reading Psychology, 23, 67-86.
29. Short, K.G. (Ed.). (1995). Research and professional resources in children’s literature: Piecing a patchwork quilt. Newark, DE: International Reading Association.
30. Taylor, B.M., Frye, B.J. & Maruyama, G.M. (1990). Time Spent Reading and Reading Growth. American Educational Research Journal, 27, 351-362.
31. Thompson, C. (1984) Intensive and extensive reading -- a summary, for practicing teachers, of material presented by Damien Tunnacliffe at JALT '83. The Language Teacher, 8(4), 21-22. March 3, 2005, from