İngilizce Dersi ve Dil Bilgisi: Tutumsal İlişkilerin ve Farklılıkların Bazı Değişkenler Açısından İncelenmesi

Yıl 2018, , 1981 - 1990, 15.11.2018

Yusuf Demir

https://doi.org/10.24106/kefdergi.411314

Öz

The purpose of this study is to reveal tertiary EFL learners’ attitudes
toward English course and learning grammar based on some variables, and to
discover the relationship between these attitudes. The research participants
were 202 EFL students enrolled in the preparatory school of a state university
in Turkey. The data were collected through two quantitative tools: The Scale of
Attitudes Toward English Course (SATEC) developed by Kazazoğlu (2013), and The
Students’ English Grammar Attitude Scale (SEGAS), developed by Akay and Toraman
(2015). The obtained data were input into and analyzed via SPSS 23. The
statistical analyses revealed that overall, the students have positive
attitudes toward English course, and moderate attitudes toward learning its
grammar. It was also found that age, gender and department variables did not
create significant differences in learners’ attitudes toward English course and
learning grammar (p>.05). The participants’ attitudes toward English course
differed significantly in terms of self-perceived proficiency variable only,
while attitudes toward learning grammar showed a significant difference only
according to weekly grammar study hours. Lastly, the students’ attitudes toward
English course and learning grammar correlated positively  (p<.01) and slightly (r=.319).

Anahtar Kelimeler

yabancı dil olarak İngilizce, dil bilgisi, tutumlar, inançlar, hazırlık sınıfı öğrencileri

English Course and Its Grammar: Discovering Attitudinal Relationships and Differences in Terms of Some Variables

Öz

Bu çalışmanın amacı, İngilizce hazırlık öğrencilerinin
İngilizce dersine ve dil bilgisi öğrenimine yönelik tutumlarını bazı
değişkenler bakımından ortaya koymak, ve bu tutumlar arasındaki ilişkiyi
belirlemektir. Araştırmanın örneklemini, Türkiye’deki bir devlet
üniversitesinde İngilizce hazırlık eğitimi alan 202 öğrenci oluşturmaktadır.
Verilerin toplanmasında, Kazazoğlu (2013) tarafından geliştirilen İngilizce
dersine yönelik tutum ölçeği ve Akay ve Toraman (2015) tarafından geliştirilen
İngilizce dil bilgisi tutum ölçeği kullanılmıştır. Toplanan veriler SPSS 23
programı kullanılarak analiz edilmiştir. Yapılan istatistikî analizler, genel
itibarıyla, öğrencilerin İngilizce dersine dair tutumlarının olumlu olduğunu,
ve de İngilizce’nin dil bilgisinin öğrenimine yönelik ılımlı düzeyde tutumlara
sahip olduklarını göstermiştir. Ayrıca, yaş, cinsiyet ve bölüm değişkenlerinin,
öğrencilerin İngilizce dersine ve dil bilgisi öğrenimine olan tutumlarını
anlamlı düzeyde etkilemediği görülmüştür (p>.05). Katılımcıların İngilizce
dersine yönelik tutumları yalnızca algılanan öz yeterlik değişkeni bakımından
anlamlı farklılık gösterirken, dil bilgisi öğrenimine olan tutumları sadece
okul dışında haftalık dil bilgisine ayrılan zaman değişkeni açısından anlamlı
bir farklılık göstermiştir. Son olarak, öğrencilerin İngilizce dersine ve dil
bilgisi öğrenimine yönelik tutumları arasında düşük düzeyde ve pozitif bir
korelasyon olduğu belirlenmiştir (p<.01; r=.319).

Anahtar Kelimeler

English as a foreign language, grammar, attitudes, beliefs, tertiary EFL learners

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