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Bir İngilizce Hazırlık Okulunda Açık Okuma Stratejisi Eğitiminin Yabancı Dilde Okuduğunu Anlamaya Etkisi

Yıl 2023, Cilt: 1 Sayı: 1, 14 - 33, 22.06.2023

Öz

İkinci dil öğrenimi ve öğretiminde temel bir beceri olan okuma, çeşitli açılardan inceleme konusu olmuştur. Öte yandan birçok okuma yaklaşımı, öğrencilerin metni anlamalarını geliştirmek için yaygın olarak kullanılmaktadır. Okuma stratejilerinin açık ya da örtük olarak öğretimine yönelik de birçok çalışma bulunmaktadır. Bu çalışma, bir İngilizce hazırlık okulunda açık okuma stratejisi eğitiminin ikinci dilde okuduğunu anlama üzerindeki etkilerini araştırmayı amaçlamaktadır. Çalışma şu soruyu ele almaktadır: Öğrencilerin okuma stratejisi farkındalığı başarılarını nasıl etkiler? Bu soruya cevap verebilmek için nicel bir yöntem kullanılarak sayısal veriler elde edilmiştir. Bu çalışmanın katılımcılarını 42 üniversite öğrencisi oluşturmuştur. Yıldız Teknik Üniversitesi Temel İngilizce Bölümü'nde B1 seviyesinde İngilizce öğrenen öğrencilerdir. Katılımcılara aynı okuma parçası ve aynı takip soruları verilmiştir. Bir sınıf açık bir okuma stratejisi eğitimi aldıktan sonra çıkarım sorularını yanıtlarken, diğer sınıf herhangi bir okuma stratejisi eğitimi almadan soruları yanıtlamıştır. Sonuçlar, açık okuma stratejisi eğitimi alan öğrencilerin belirli bir testte daha yüksek bir doğru yanıt yüzdesi elde ettiğini göstermiştir. Veriler, açık strateji eğitiminin ikinci dilde okuduğunu anlamayı olumlu bir şekilde güçlendirdiğine işaret etmiştir.

Kaynakça

  • Ballou, A. K. (2012). Using explicit strategy instruction to improve reading comprehension (Master’s thesis). https://fisherpub.sjfc.edu/education_ETD_masters/221
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70-77.
  • Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.
  • Chaury, P. (2016). The effects of strategy instruction on reading comprehension in English as a foreign language. COPAL, 6 (1), 2-26.
  • Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press. Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761-781.
  • Farrell, T. S. C. (2000). Teaching reading strategies: “It takes time!”, Reading in a Foreign Language, 13(1),631-635. https://eric.ed.gov/?id=EJ643220
  • Garner, R. (1987). Metacognition and reading comprehension. Ablex Publishing.
  • Gee, J. P. (2001). What is literacy? In E. Cushman, E. R. Kintgen, B. M. Kroll & R. M. (Eds). Literacy: A critical source book (pp. 525-544). Bedford/St. Martins.
  • Grellet, F., & Francoise, G. (1981). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge University Press.
  • Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976
  • Grabe, W. (1997). Discourse analysis and reading instruction. In T. Miller (Ed), Functional Approaches to Written Text: Classroom Applications (pp. 2-15). United States Information Agency.
  • Grabe, W. (2010). Applied Linguistics: A Twenty-First-Century Discipline. Oxford Handbooks Online. https://doi.org/10.1093/oxfordhb/9780195384253.013.0002
  • Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. Routledge. https://doi.org/10.4324/9780203013823
  • Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5), 259-270. https://doi.org/10.1177/0741932518824983
  • Harris, K. R., & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57(5), 392-405.
  • Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(3), 355-382.
  • Iwai, Y. (2011). The effects of metacognitive reading strategies: Pedagogical implications for EFL/ESL teachers. Reading Matrix, 11(2), 150-159.
  • Kusrini, E. (2017). Using strategy training to enhance students' reading comprehension. Proceedings of the 4th Asia Pacific Education Conference (AECON 2017). https://doi.org/10.2991/aecon-17.2017.20
  • Lee, C.D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. Carnegie Corporation of New York.
  • Lopera, S. (2003). Useful ideas when taking songs to a class. Íkala, 8(1), 135-149.
  • MacIntyre, P., & Bohlke, D. (2020). Identity. In Reading Explorer 2 (3rd ed., pp. 136–139). National Geographic Learning.
  • McDonough, J., & Shaw, C. (1993). Materials and methods in ELT. Blackwell.
  • Medina, S. L. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. Profile Issues in Teachers’ Professional Development, 14(1), 79-89.
  • Mikulecky, B., & Jeffries, L. (2004). Reading Power. Pearson, Longman.
  • Nelson, J. M., & Manset-Williamson, G. (2006). The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and effect of students with reading disabilities. Learning Disability Quarterly, 29(3), 213-230.
  • Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle.
  • Nuttall, C. (1996). Teaching reading skills in a foreign language. Bath: Heinemann.
  • Omaggio, A. (1993). Teaching language in context. Heinle & Heinle.
  • O’Malley, J. M., & Chamot, A. U. (1990) Learning strategies in second language acquisition. Cambridge University Press.
  • Raphael, T. E. (2000). Balancing literature and instruction: Lessons from the book club project. In B. M. Taylor, M. F. Graves, & P. Van Den Broek (Eds.), Reading for meaning, Fostering comprehension in the middle grades (pp. 70-94). Teachers College Press.
  • Reed, D. K., & Lynn, D. (2016). The effects of an inference-making strategy taught with and without goal setting. Learning Disability Quarterly, 39, 133–145.
  • Soleimani H. & Hajghani S. (2013). The effects of teaching reading comprehension strategies on Iranian EFL pre-university students’ reading comprehension ability. International Research Journal of Applied and Basic Sciences, 5(5), 594–600.
  • Smith, L. A. (2006). Think-aloud mysteries: Using structured sentence-by-sentence text passages to teach comprehension strategies. The Reading Teacher, 59(8), 764-773.
  • Smith, F. (1971). Understanding Reading. Holt, Rinehart, and Winston.
  • Sahan, A. (2012). Cognitive reading comprehension strategies employed by ELT students. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(33), 1-22. https://dergipark.org.tr/tr/pub/erusosbilder/issue/23767/253355
  • Sencibaugh, J. M. (2007). Meta-analysis of reading comprehension interventions for students with learning disabilities: Strategies and implications. Reading Improvement, 44(1), 6-22.
  • Rumelhart, D. (1985). Toward an interactive model of reading. In H. Singer, & R. Ruddell (Eds.), Theoretical models and processes of reading (pp. 864–894). International Reading Association.
  • Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 13(1), 273-301.
  • Taki, Y. (2017). Effects of explicit and implicit strategy instruction on reading strategies. Bulletin of Matsuyama University, 29(5), 25-48.
  • Vacca, J., Vacca, R. & Gove, M. (1991). Reading and learning to read. Harper Collins.
Yıl 2023, Cilt: 1 Sayı: 1, 14 - 33, 22.06.2023

Öz

Kaynakça

  • Ballou, A. K. (2012). Using explicit strategy instruction to improve reading comprehension (Master’s thesis). https://fisherpub.sjfc.edu/education_ETD_masters/221
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70-77.
  • Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.
  • Chaury, P. (2016). The effects of strategy instruction on reading comprehension in English as a foreign language. COPAL, 6 (1), 2-26.
  • Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press. Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761-781.
  • Farrell, T. S. C. (2000). Teaching reading strategies: “It takes time!”, Reading in a Foreign Language, 13(1),631-635. https://eric.ed.gov/?id=EJ643220
  • Garner, R. (1987). Metacognition and reading comprehension. Ablex Publishing.
  • Gee, J. P. (2001). What is literacy? In E. Cushman, E. R. Kintgen, B. M. Kroll & R. M. (Eds). Literacy: A critical source book (pp. 525-544). Bedford/St. Martins.
  • Grellet, F., & Francoise, G. (1981). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge University Press.
  • Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976
  • Grabe, W. (1997). Discourse analysis and reading instruction. In T. Miller (Ed), Functional Approaches to Written Text: Classroom Applications (pp. 2-15). United States Information Agency.
  • Grabe, W. (2010). Applied Linguistics: A Twenty-First-Century Discipline. Oxford Handbooks Online. https://doi.org/10.1093/oxfordhb/9780195384253.013.0002
  • Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. Routledge. https://doi.org/10.4324/9780203013823
  • Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5), 259-270. https://doi.org/10.1177/0741932518824983
  • Harris, K. R., & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57(5), 392-405.
  • Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(3), 355-382.
  • Iwai, Y. (2011). The effects of metacognitive reading strategies: Pedagogical implications for EFL/ESL teachers. Reading Matrix, 11(2), 150-159.
  • Kusrini, E. (2017). Using strategy training to enhance students' reading comprehension. Proceedings of the 4th Asia Pacific Education Conference (AECON 2017). https://doi.org/10.2991/aecon-17.2017.20
  • Lee, C.D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. Carnegie Corporation of New York.
  • Lopera, S. (2003). Useful ideas when taking songs to a class. Íkala, 8(1), 135-149.
  • MacIntyre, P., & Bohlke, D. (2020). Identity. In Reading Explorer 2 (3rd ed., pp. 136–139). National Geographic Learning.
  • McDonough, J., & Shaw, C. (1993). Materials and methods in ELT. Blackwell.
  • Medina, S. L. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. Profile Issues in Teachers’ Professional Development, 14(1), 79-89.
  • Mikulecky, B., & Jeffries, L. (2004). Reading Power. Pearson, Longman.
  • Nelson, J. M., & Manset-Williamson, G. (2006). The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and effect of students with reading disabilities. Learning Disability Quarterly, 29(3), 213-230.
  • Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle.
  • Nuttall, C. (1996). Teaching reading skills in a foreign language. Bath: Heinemann.
  • Omaggio, A. (1993). Teaching language in context. Heinle & Heinle.
  • O’Malley, J. M., & Chamot, A. U. (1990) Learning strategies in second language acquisition. Cambridge University Press.
  • Raphael, T. E. (2000). Balancing literature and instruction: Lessons from the book club project. In B. M. Taylor, M. F. Graves, & P. Van Den Broek (Eds.), Reading for meaning, Fostering comprehension in the middle grades (pp. 70-94). Teachers College Press.
  • Reed, D. K., & Lynn, D. (2016). The effects of an inference-making strategy taught with and without goal setting. Learning Disability Quarterly, 39, 133–145.
  • Soleimani H. & Hajghani S. (2013). The effects of teaching reading comprehension strategies on Iranian EFL pre-university students’ reading comprehension ability. International Research Journal of Applied and Basic Sciences, 5(5), 594–600.
  • Smith, L. A. (2006). Think-aloud mysteries: Using structured sentence-by-sentence text passages to teach comprehension strategies. The Reading Teacher, 59(8), 764-773.
  • Smith, F. (1971). Understanding Reading. Holt, Rinehart, and Winston.
  • Sahan, A. (2012). Cognitive reading comprehension strategies employed by ELT students. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(33), 1-22. https://dergipark.org.tr/tr/pub/erusosbilder/issue/23767/253355
  • Sencibaugh, J. M. (2007). Meta-analysis of reading comprehension interventions for students with learning disabilities: Strategies and implications. Reading Improvement, 44(1), 6-22.
  • Rumelhart, D. (1985). Toward an interactive model of reading. In H. Singer, & R. Ruddell (Eds.), Theoretical models and processes of reading (pp. 864–894). International Reading Association.
  • Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 13(1), 273-301.
  • Taki, Y. (2017). Effects of explicit and implicit strategy instruction on reading strategies. Bulletin of Matsuyama University, 29(5), 25-48.
  • Vacca, J., Vacca, R. & Gove, M. (1991). Reading and learning to read. Harper Collins.

The Effects of Explicit Reading Strategy Training on L2 Reading Comprehension in an English Preparatory School

Yıl 2023, Cilt: 1 Sayı: 1, 14 - 33, 22.06.2023

Öz

Reading, which is an essential skill in L2 learning and teaching, has been a topic of investigation from various perspectives. Many reading approaches, on the other hand, are widely used to enhance students’ text comprehension. There are also many studies on teaching the reading strategies whether explicitly or implicitly. This study aims to investigate the effects of explicit reading strategy training on L2 reading comprehension in an English preparatory school. The study addresses the following question: How does the students’ reading strategy awareness influence their success? In order to answer the question, a quantitative method was used to obtain numerical data. The contributors of this study consisted of 42 university students. They are B1 level English learners at Yıldız Technical University in the Department of Basic English. They were given the same reading passage as well as the same set of follow-up questions. One class answered the inferencing questions after receiving an explicit reading strategy training session whereas the other class answered the questions without any reading strategy training. The results suggested that the learners who had explicit reading strategy instruction achieved a higher percentage of correct responses on a given test. The results implied that explicit strategy training reinforced the L2 reading comprehension in a positive way.

Kaynakça

  • Ballou, A. K. (2012). Using explicit strategy instruction to improve reading comprehension (Master’s thesis). https://fisherpub.sjfc.edu/education_ETD_masters/221
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70-77.
  • Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.
  • Chaury, P. (2016). The effects of strategy instruction on reading comprehension in English as a foreign language. COPAL, 6 (1), 2-26.
  • Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press. Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761-781.
  • Farrell, T. S. C. (2000). Teaching reading strategies: “It takes time!”, Reading in a Foreign Language, 13(1),631-635. https://eric.ed.gov/?id=EJ643220
  • Garner, R. (1987). Metacognition and reading comprehension. Ablex Publishing.
  • Gee, J. P. (2001). What is literacy? In E. Cushman, E. R. Kintgen, B. M. Kroll & R. M. (Eds). Literacy: A critical source book (pp. 525-544). Bedford/St. Martins.
  • Grellet, F., & Francoise, G. (1981). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge University Press.
  • Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976
  • Grabe, W. (1997). Discourse analysis and reading instruction. In T. Miller (Ed), Functional Approaches to Written Text: Classroom Applications (pp. 2-15). United States Information Agency.
  • Grabe, W. (2010). Applied Linguistics: A Twenty-First-Century Discipline. Oxford Handbooks Online. https://doi.org/10.1093/oxfordhb/9780195384253.013.0002
  • Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. Routledge. https://doi.org/10.4324/9780203013823
  • Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5), 259-270. https://doi.org/10.1177/0741932518824983
  • Harris, K. R., & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57(5), 392-405.
  • Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(3), 355-382.
  • Iwai, Y. (2011). The effects of metacognitive reading strategies: Pedagogical implications for EFL/ESL teachers. Reading Matrix, 11(2), 150-159.
  • Kusrini, E. (2017). Using strategy training to enhance students' reading comprehension. Proceedings of the 4th Asia Pacific Education Conference (AECON 2017). https://doi.org/10.2991/aecon-17.2017.20
  • Lee, C.D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. Carnegie Corporation of New York.
  • Lopera, S. (2003). Useful ideas when taking songs to a class. Íkala, 8(1), 135-149.
  • MacIntyre, P., & Bohlke, D. (2020). Identity. In Reading Explorer 2 (3rd ed., pp. 136–139). National Geographic Learning.
  • McDonough, J., & Shaw, C. (1993). Materials and methods in ELT. Blackwell.
  • Medina, S. L. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. Profile Issues in Teachers’ Professional Development, 14(1), 79-89.
  • Mikulecky, B., & Jeffries, L. (2004). Reading Power. Pearson, Longman.
  • Nelson, J. M., & Manset-Williamson, G. (2006). The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and effect of students with reading disabilities. Learning Disability Quarterly, 29(3), 213-230.
  • Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle.
  • Nuttall, C. (1996). Teaching reading skills in a foreign language. Bath: Heinemann.
  • Omaggio, A. (1993). Teaching language in context. Heinle & Heinle.
  • O’Malley, J. M., & Chamot, A. U. (1990) Learning strategies in second language acquisition. Cambridge University Press.
  • Raphael, T. E. (2000). Balancing literature and instruction: Lessons from the book club project. In B. M. Taylor, M. F. Graves, & P. Van Den Broek (Eds.), Reading for meaning, Fostering comprehension in the middle grades (pp. 70-94). Teachers College Press.
  • Reed, D. K., & Lynn, D. (2016). The effects of an inference-making strategy taught with and without goal setting. Learning Disability Quarterly, 39, 133–145.
  • Soleimani H. & Hajghani S. (2013). The effects of teaching reading comprehension strategies on Iranian EFL pre-university students’ reading comprehension ability. International Research Journal of Applied and Basic Sciences, 5(5), 594–600.
  • Smith, L. A. (2006). Think-aloud mysteries: Using structured sentence-by-sentence text passages to teach comprehension strategies. The Reading Teacher, 59(8), 764-773.
  • Smith, F. (1971). Understanding Reading. Holt, Rinehart, and Winston.
  • Sahan, A. (2012). Cognitive reading comprehension strategies employed by ELT students. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(33), 1-22. https://dergipark.org.tr/tr/pub/erusosbilder/issue/23767/253355
  • Sencibaugh, J. M. (2007). Meta-analysis of reading comprehension interventions for students with learning disabilities: Strategies and implications. Reading Improvement, 44(1), 6-22.
  • Rumelhart, D. (1985). Toward an interactive model of reading. In H. Singer, & R. Ruddell (Eds.), Theoretical models and processes of reading (pp. 864–894). International Reading Association.
  • Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 13(1), 273-301.
  • Taki, Y. (2017). Effects of explicit and implicit strategy instruction on reading strategies. Bulletin of Matsuyama University, 29(5), 25-48.
  • Vacca, J., Vacca, R. & Gove, M. (1991). Reading and learning to read. Harper Collins.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları
Bölüm Araştırma Makalesi
Yazarlar

İbrahim Yağız Dikkatli

Eyyüp Yaşar Kürüm 0000-0002-6681-2824

Erken Görünüm Tarihi 22 Haziran 2023
Yayımlanma Tarihi 22 Haziran 2023
Gönderilme Tarihi 2 Şubat 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 1 Sayı: 1

Kaynak Göster

APA Dikkatli, İ. Y., & Kürüm, E. Y. (2023). The Effects of Explicit Reading Strategy Training on L2 Reading Comprehension in an English Preparatory School. Melius: Journal of Narrative and Language Studies, 1(1), 14-33.