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İngiliz Dili ve Eğitimi Anabilim Dalı Öğrencilerinin Edat-fiillerin Öğrenilmesinde Derlem Tabanlı Materyaller Kullanmalarına Karşı Olan Tutumları

Yıl 2019, Cilt: 2 Sayı: 1, 1 - 19, 25.06.2019
https://doi.org/10.35207/later.526730

Öz

Bu çalışmanın amacı İngiliz dili ve eğitimi anabilim dalında öğrenim gören 55 Türk öğrencinin üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanmalarına karşı olan tutumlarını anlayabilmektir. Çalışmanın diğer bir amacı da üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanılmasına karşı geliştirilen öğrenci tutumlarının cinsiyete göre dağılımını belirlemektir. Bu çalışmadaki veri anket uygulamasından gelmektedir. Çalışmadaki diğer veri ise öğrencilerle yapılan görüşmelerden elde edilmiştir. Katılımcı öğrencilerin tutum anketine verdikleri yanıtların istatistiksel analizi göstermiştir ki öğrenciler üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanılmasına karşı olumlu tutumlar göstermişlerdir. Ayrıca, öğrencilerle yapılan görüşmelerin analizi göstermiştir ki öğrenciler üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanılmasına karşı oldukça olumlu tutumlar sergilemişlerdir. Cinsiyete göre dağılım analizi ise kız öğrencilerin üç kelimeden oluşan edat-fiillerin öğrenilmesinde derlem tabanlı materyaller kullanılmasına karşı erkek öğrencilere göre daha olumlu tutumlar sergilediklerini ortaya çıkarmıştır.

Kaynakça

  • Ashkan, L., & Seyyedrezaei, S. H. (2016). The effect of corpus-based language teaching on Iranian EFL learners’ vocabulary learning and retention. International Journal of English Linguistics, 6(4), 190-196.
  • Author, (2011). Corpus-based activities at lower levels of EFL proficiency: The effectiveness of using concordance lines on grammar learning. Unpublished master’s thesis, Bilkent University, Ankara, Turkey.
  • Author, (2019). The effectiveness of using corpus-based activities on the learning of some phrasal-prepositional verbs. TOJET: The Turkish Online Journal of Educational Technology, 18(1), 118-125.
  • Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education, 4(1), 1-13.
  • Biber, D., & Reppen, R. (2002). What does frequency have to do with grammar teaching? Studies in Second Language Acquisition, 24, 199-208.
  • Chambers, A. (2007). Integrating corpora in language learning and teaching. ReCALL, 19(3), 249-251.
  • Chan, T., & Liou, H. (2005). Effects of web-based concordancing instruction on EFL students' learning of verb-noun collocations. Computer Assisted Language Learning, 18(3), 231-250.
  • Chao, P. (2010). A study of collocation learning of junior high students in Taiwan via concordance. Paper presented at the 2010 international conference on English teaching, Kaohsiung, Taiwan. Retrieved 02.06.2018, from http://www2.kuas.edu.tw/edu/afl/20100430Final/Word/2010comp_EPCA.pdf.
  • Chui, K., Utiyama, M., & Miura, S. (2006). Using a Japanese-English parallel corpus for teaching English vocabulary to beginning-level students. English Corpus Studies, 13, 153-172.
  • Courtney, R. (1983). Longman Dictionary of Phrasal Verbs. England: Longman Group Limited.
  • Davies, M. (n.d.). The Corpus of Contemporary American English (COCA): 425 million words (1990- present). Available online at http://www.americancorpus.org.
  • Ganji, M. (2011). The best way to teach phrasal verbs: Translation, sentential contextualization or metaphorical conceptualization?. Theory and Practice in Language Studies, 1(11), 1497-1506.
  • Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32(3), 301-319.
  • Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In M. Lewis (Ed.), Teaching collocation: Further development in the lexical approach (pp. 47-69). Oxford: Oxford University Press.
  • Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.
  • Paker, T., & Ergül-Özcan, Y. (2017). The effectiveness of using corpus-based materials in vocabulary teaching. International Journal of Language Academy, 5(1), 62-81.
  • Side, R. (1990). Phrasal verbs: Sorting them out. ELT, 44(2), 144-159.
  • Simsek, T. (2016). Turkish EFL learners’ reflections on corpus-based language teaching. Global Journal of Foreign Language Teaching, 6(1), 21-27.
  • Sun, Y-C., & Wang, L-Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83-94.
  • Tekin, B., & Soruç, A. (2016). Using corpus-assisted learning activities to assist vocabulary development in English. TOJET: The Turkish Online Journal of Educational Technology, Special Issue, 1270–1283.
  • Tognini-Bonelli, E. (2001). Corpus linguistics at work. Amsterdam: Benjamins.
  • Uçar, S., & Yükselir, C. (2015). The effect of corpus-based activities on verb-noun collocations in EFL classes. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 195–205.
  • Vannestal, M. E., & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3), 329-350.
  • Yılmaz, E., & Soruç, A. (2015). The use of concordance for teaching vocabulary: A data-driven learning approach. Procedia-Social and Behavioral Sciences, 191, 2626–2630.
  • Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257-283.

Perceptions of Turkish EFL Student Teachers Towards Learning Phrasal-prepositional Verbs Through Corpus-based Materials

Yıl 2019, Cilt: 2 Sayı: 1, 1 - 19, 25.06.2019
https://doi.org/10.35207/later.526730

Öz

The current study aims to explore the perceptions of 55 Turkish EFL student teachers towards using corpus-based materials in English phrasal-prepositional verb learning. It also explores gender-based differences and similarities towards using such materials in the learning of English phrasal-prepositional verbs. To do so, the study adopted a mixed method approach. The quantitative data were collected through a questionnaire, and the qualitative data were collected through focus-group interviews. The results of the questionnaire revealed that the learners had somewhat positive perceptions of using corpus-based materials in their phrasal-prepositional verb learning. The results of the interviews also showed that the learners enjoyed using corpus-based materials in their phrasal-prepositional verb learning, thereby supporting the questionnaire data. Gender differences that emerged from the study showed that the female learners had higher positive perceptions of using corpus-based materials than the male learners. This study provides further evidence that Turkish EFL learners feel that using corpora in language learning is an effective approach, and language teachers questioning whether to use corpora in language teaching can make use of such sources to help their students learn different aspects of vocabulary in English.

Kaynakça

  • Ashkan, L., & Seyyedrezaei, S. H. (2016). The effect of corpus-based language teaching on Iranian EFL learners’ vocabulary learning and retention. International Journal of English Linguistics, 6(4), 190-196.
  • Author, (2011). Corpus-based activities at lower levels of EFL proficiency: The effectiveness of using concordance lines on grammar learning. Unpublished master’s thesis, Bilkent University, Ankara, Turkey.
  • Author, (2019). The effectiveness of using corpus-based activities on the learning of some phrasal-prepositional verbs. TOJET: The Turkish Online Journal of Educational Technology, 18(1), 118-125.
  • Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education, 4(1), 1-13.
  • Biber, D., & Reppen, R. (2002). What does frequency have to do with grammar teaching? Studies in Second Language Acquisition, 24, 199-208.
  • Chambers, A. (2007). Integrating corpora in language learning and teaching. ReCALL, 19(3), 249-251.
  • Chan, T., & Liou, H. (2005). Effects of web-based concordancing instruction on EFL students' learning of verb-noun collocations. Computer Assisted Language Learning, 18(3), 231-250.
  • Chao, P. (2010). A study of collocation learning of junior high students in Taiwan via concordance. Paper presented at the 2010 international conference on English teaching, Kaohsiung, Taiwan. Retrieved 02.06.2018, from http://www2.kuas.edu.tw/edu/afl/20100430Final/Word/2010comp_EPCA.pdf.
  • Chui, K., Utiyama, M., & Miura, S. (2006). Using a Japanese-English parallel corpus for teaching English vocabulary to beginning-level students. English Corpus Studies, 13, 153-172.
  • Courtney, R. (1983). Longman Dictionary of Phrasal Verbs. England: Longman Group Limited.
  • Davies, M. (n.d.). The Corpus of Contemporary American English (COCA): 425 million words (1990- present). Available online at http://www.americancorpus.org.
  • Ganji, M. (2011). The best way to teach phrasal verbs: Translation, sentential contextualization or metaphorical conceptualization?. Theory and Practice in Language Studies, 1(11), 1497-1506.
  • Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32(3), 301-319.
  • Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In M. Lewis (Ed.), Teaching collocation: Further development in the lexical approach (pp. 47-69). Oxford: Oxford University Press.
  • Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.
  • Paker, T., & Ergül-Özcan, Y. (2017). The effectiveness of using corpus-based materials in vocabulary teaching. International Journal of Language Academy, 5(1), 62-81.
  • Side, R. (1990). Phrasal verbs: Sorting them out. ELT, 44(2), 144-159.
  • Simsek, T. (2016). Turkish EFL learners’ reflections on corpus-based language teaching. Global Journal of Foreign Language Teaching, 6(1), 21-27.
  • Sun, Y-C., & Wang, L-Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83-94.
  • Tekin, B., & Soruç, A. (2016). Using corpus-assisted learning activities to assist vocabulary development in English. TOJET: The Turkish Online Journal of Educational Technology, Special Issue, 1270–1283.
  • Tognini-Bonelli, E. (2001). Corpus linguistics at work. Amsterdam: Benjamins.
  • Uçar, S., & Yükselir, C. (2015). The effect of corpus-based activities on verb-noun collocations in EFL classes. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 195–205.
  • Vannestal, M. E., & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3), 329-350.
  • Yılmaz, E., & Soruç, A. (2015). The use of concordance for teaching vocabulary: A data-driven learning approach. Procedia-Social and Behavioral Sciences, 191, 2626–2630.
  • Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257-283.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Ufuk Girgin 0000-0002-9467-3913

Yayımlanma Tarihi 25 Haziran 2019
Kabul Tarihi 19 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 2 Sayı: 1

Kaynak Göster

APA Girgin, U. (2019). Perceptions of Turkish EFL Student Teachers Towards Learning Phrasal-prepositional Verbs Through Corpus-based Materials. Language Teaching and Educational Research, 2(1), 1-19. https://doi.org/10.35207/later.526730