Araştırma Makalesi
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İkinci Dil Öğrenicilerinin Ders Notlarında Ana Dillerini Kullanma Kalıpları: Bir Vaka Çalışması

Yıl 2022, , 1 - 14, 30.06.2022
https://doi.org/10.54990/okufed.1121782

Öz

Not almanın ikinci dil öğreniminde etkili bir strateji olduğu yadsınamaz bir gerçektir. Bu çalışma, B1 seviyede İngilizce bilen yetişkin öğrencilerin anadili İngilizce olan bir öğretmenin derslerinde not alırken birinci dillerini kullanma stratejilerini vurgulamaktadır. Bu çalışma için farklı katılımcılardan B1 seviyesindeki İngilizce derslerinde aldıkları notların bir kombinasyonu toplanmıştır ve bu notlar tematik içerik analizi yoluyla incelenmiştir. Analiz sonunda öğrencilerin karşılarına çıkan kelimenin ana dillerindeki tam karşılığını hatırlayabildiklerinde anadillerinde not aldıkları gözlemlenmiştir. Bu nedenle öğrencilerin notlarındaki kısmi ana dil kullanımının genel etkililiğini tartışmak için aynı katılımcılarla görüşülmüştür. Çalışma bulguları, genel olarak, öğrencilerin karmaşık bir kelime dağarcığıyla karşılaştıklarında ve bu kelimelerin ana dillerindeki karşılığını hemen hatırlayabildiklerinde, karşılarına çıkan yabancı dildeki kelimeyi direkt olarak ana dillerine çevirdiklerini göstermiştir. Bununla birlikte, yabancı kelimenin ana dildeki tam karşılığını hatırlayamıyorlarsa veya ana dildeki versiyonu karmaşıksa ya da öğrenci emin değilse, bu kelimeleri İngilizce kullanarak açıkladıklarını göstermektedir. Bu bulguların, ana dilde not almayı kullanarak yeni dil öğretimi ve değerlendirme stratejileri geliştirebilecekleri için eğitimcilere ve test tasarımcılarına önemli katkıları vardır.

Kaynakça

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64. https://doi.org/10.1093/elt/56.1.57
  • Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9. https://doi.org/10.2307/3586949
  • Baškarada, S. (2014). Qualitative Case Study Guidelines. The Qualitative Report, 19(40), 1-18. Can, I., & Silman-Karanfil, L. (2022). Insights into emergency remote teaching in EFL. ELT Journal, 76(1), 34-43. https://doi.org/10.1093/elt/ccab073
  • Carrier, C. A. (1983). Notetaking research. Journal of Instructional Development, 6(3), 19. https://doi.org/10.1007/BF02906208
  • Chaudron, C., Loschky, L., & Cook, J. (1995). Second language listening comprehension and lecture note-taking. In J. Flowerdew (Ed.), Academic Listening (1st ed., pp. 75–92). Cambridge University Press. https://doi.org/10.1017/CBO9781139524612.008
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Dunkel, P. A. (1988). Academic listening and lecture notetaking for L1/L2 Students: the need to investigate the utility of the axioms of good notetaking. TESL Canada Journal, 6, 16.
  • Dunkel, P., Mishra, S., & Berliner, D. (1989). Effects of note taking, memory, and language proficiency on lecture learning for native and nonnative speakers of English. TESOL Quarterly, 23(3), 543. https://doi.org/10.2307/3586929
  • Given, L. M. (2008). The Sage encyclopedia of qualitative research methods. Sage Publications. Glas, K., Dittmar, P., & Allendes, P. (2021). Guided by images—Chilean novice teachers’ visions of themselves. ELT Journal, 75(4), 451–459. https://doi.org/10.1093/elt/ccab021
  • Hayati, A. M., & Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of EFL Learners. English Language Teaching, 2(1), 101. https://doi.org/10.5539/elt.v2n1p101
  • Mokhtar, A. A., Rawian, R. M., Yahaya, M. F., Abdullah, A., & Mohamed, A. R. (2017). Vocabulary learning strategies of adult ESL learners. The English Teacher, 12.
  • Siegel, J. (2016). A pedagogic cycle for EFL note-taking. ELT Journal, 70(3), 275–286. https://doi.org/10.1093/elt/ccv073
  • Siegel, J. (2020). Appreciating translanguaging in student notes. ELT Journal, 74(1), 86–88. https://doi.org/10.1093/elt/ccz052
  • Smithies, M. (1983). Note taking: some general considerations. World Englishes, 2(3), 164–166. doi:10.1111/j.1467-971x.1983.tb00545.x
  • Titsworth, B. S. (2004). Students’ notetaking: the effects of teacher immediacy and clarity. Communication Education, 53(4), 305–320. doi:10.1080/036345203200030592
  • Tsai-Fu, T. S. A. I., & Wu, Y. (2010). Effects of note-taking instruction and note-Taking languages on college EFL students' listening comprehension. New Horizons in Education, 58(1), 120-132.
  • Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6, 100–110. https://doi.org/10.5430/jnep.v6n5p100
  • Wilding, J.M., & Hayes, S. (1992). Relations between approaches to studying and note‐taking behaviour in lectures. Applied Cognitive Psychology, 6, 233-246.
  • Wright, K. B. (2005). Researching internet-based populations: advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services. Journal of Computer-Mediated Communication, 10(3), JCMC1034. https://doi.org/10.1111/j.1083-6101.2005.tb00259.x
  • Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678–694. https://doi.org/10.17263/jlls.586811

Native Language Using Patterns in Second Language Learners' Lecture Notes: A Case Study

Yıl 2022, , 1 - 14, 30.06.2022
https://doi.org/10.54990/okufed.1121782

Öz

It is an undeniable fact that notetaking is an effective strategy in second language learning. This study highlights B1 level adult ESL students' strategy of using their L1 during their notetaking in a native-speaker teacher's lectures. For this study, a combination of grades taken in B1 level English courses were collected from different participants and these grades were analyzed through thematic content analysis. Additionally, the same participants were given a semi-structured questionnaire to discuss the overall effectiveness of partial first language use in students' grades. The study findings showed that, in general, when students encounter a complex vocabulary and can immediately remember the equivalent of these words in their first language, they directly translate the foreign language word they encounter into their mother tongue. However, if they cannot remember the exact first language equivalent of the foreign word, or if the first language version is complex, or if the student is unsure, it shows that they have explained these words using their second language. These findings have significant contributions to educators and test-designers as they can develop new language teaching and assessing strategies via using L1 notetaking.

Kaynakça

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64. https://doi.org/10.1093/elt/56.1.57
  • Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9. https://doi.org/10.2307/3586949
  • Baškarada, S. (2014). Qualitative Case Study Guidelines. The Qualitative Report, 19(40), 1-18. Can, I., & Silman-Karanfil, L. (2022). Insights into emergency remote teaching in EFL. ELT Journal, 76(1), 34-43. https://doi.org/10.1093/elt/ccab073
  • Carrier, C. A. (1983). Notetaking research. Journal of Instructional Development, 6(3), 19. https://doi.org/10.1007/BF02906208
  • Chaudron, C., Loschky, L., & Cook, J. (1995). Second language listening comprehension and lecture note-taking. In J. Flowerdew (Ed.), Academic Listening (1st ed., pp. 75–92). Cambridge University Press. https://doi.org/10.1017/CBO9781139524612.008
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Dunkel, P. A. (1988). Academic listening and lecture notetaking for L1/L2 Students: the need to investigate the utility of the axioms of good notetaking. TESL Canada Journal, 6, 16.
  • Dunkel, P., Mishra, S., & Berliner, D. (1989). Effects of note taking, memory, and language proficiency on lecture learning for native and nonnative speakers of English. TESOL Quarterly, 23(3), 543. https://doi.org/10.2307/3586929
  • Given, L. M. (2008). The Sage encyclopedia of qualitative research methods. Sage Publications. Glas, K., Dittmar, P., & Allendes, P. (2021). Guided by images—Chilean novice teachers’ visions of themselves. ELT Journal, 75(4), 451–459. https://doi.org/10.1093/elt/ccab021
  • Hayati, A. M., & Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of EFL Learners. English Language Teaching, 2(1), 101. https://doi.org/10.5539/elt.v2n1p101
  • Mokhtar, A. A., Rawian, R. M., Yahaya, M. F., Abdullah, A., & Mohamed, A. R. (2017). Vocabulary learning strategies of adult ESL learners. The English Teacher, 12.
  • Siegel, J. (2016). A pedagogic cycle for EFL note-taking. ELT Journal, 70(3), 275–286. https://doi.org/10.1093/elt/ccv073
  • Siegel, J. (2020). Appreciating translanguaging in student notes. ELT Journal, 74(1), 86–88. https://doi.org/10.1093/elt/ccz052
  • Smithies, M. (1983). Note taking: some general considerations. World Englishes, 2(3), 164–166. doi:10.1111/j.1467-971x.1983.tb00545.x
  • Titsworth, B. S. (2004). Students’ notetaking: the effects of teacher immediacy and clarity. Communication Education, 53(4), 305–320. doi:10.1080/036345203200030592
  • Tsai-Fu, T. S. A. I., & Wu, Y. (2010). Effects of note-taking instruction and note-Taking languages on college EFL students' listening comprehension. New Horizons in Education, 58(1), 120-132.
  • Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6, 100–110. https://doi.org/10.5430/jnep.v6n5p100
  • Wilding, J.M., & Hayes, S. (1992). Relations between approaches to studying and note‐taking behaviour in lectures. Applied Cognitive Psychology, 6, 233-246.
  • Wright, K. B. (2005). Researching internet-based populations: advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services. Journal of Computer-Mediated Communication, 10(3), JCMC1034. https://doi.org/10.1111/j.1083-6101.2005.tb00259.x
  • Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678–694. https://doi.org/10.17263/jlls.586811
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Aslı Saygı 0000-0001-7467-3994

Yayımlanma Tarihi 30 Haziran 2022
Kabul Tarihi 27 Haziran 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Saygı, A. (2022). Native Language Using Patterns in Second Language Learners’ Lecture Notes: A Case Study. Osmaniye Korkut Ata Üniversitesi Fen Edebiyat Fakültesi Dergisi, 4(1), 1-14. https://doi.org/10.54990/okufed.1121782