Yazma becerisine bilişsel bir yaklaşım ve pratiğin önemi

Öz

Yabancı dil öğrenenler, paragraf, metin ya da öykü gibi yazılı metinleri okuduklarında, bu metinlerdeki mesajları anlamak için bağlamsal ipuçlarından, dünyevi bilgilerinden ve tahmin etme yeteneklerinden faydalanmaktadırlar. Fakat iş yazı yoluyla mesaj oluşturmaya gelince, bu tür sözcük işleme yöntemleri tek başına yeterli olmamaktadır. Yazı yoluyla mesaj oluşturmanın psiko-dilbilimsel gereklilikleri öğrencilerin beyinlerinde sözdizimsel işleme üzerinde daha fazla yoğunlaşmalarına neden olmaktadır. Okuyucu anlamsal işleme odaklanırken yazar hem anlamsal hem de sözdizimsel işleme odaklanmaktadır. Bu çalışma, beynin yazı yazma işini nasıl yürüttüğü ve pratik yapmanın yazım becerisiyle ilgili bilişsel süreçlerin gelişiminde ve otomatikleşmenin gerçekleşmesinde oynadığı rol hakkında en son bilgileri içermektedir. Türkiye’deki İngilizce öğrenim ve öğretim süreçlerinde yazma becerisine verilen önem anketler ve sınav sonuçları bu bilgiler ışığında değerlendirilmiş ve yorumlanmıştır. Çalışmanın nihai amacı son yıllarda yazma becerisinde gözlemlenen gerilemenin nedenlerine bir nebze olsun ışık tutmaktır.

Anahtar Kelimeler

• Bilişsellik,üretme,yazma,işleme,pratik

A cognitive approach to writing skill and the importance of practice

Abstract

When language learners read paragraphs, texts, stories etc. in or outside the language classroom, they are able to comprehend the messages by relying on key content words aided by contextual clues, knowledge of the world, and guessing. However, relying merely on this kind of lexical processing is not possible during writing. The psycholinguistic demands of composing messages through writing cause the learners to put much more effort on syntactic processing while handling lexical processing as well. While semantic processing is the focus of a reader’s brain, both semantic and syntactic processing are the focus of the writer’s brain. This study involves the latest information about how brain handles the task of writing, and what role practice plays in the development of cognitive processes related to writing skill while the objective is to achieve automaticity. The importance given to the writing skill in Turkey has been surveyed through questionnaires and analysis of exam results and these findings have been interpreted in the light of these recent findings on cognitive processes concerning writing. It is hoped that it will provide some explanation for the gradual decline in the writing performance of the language learners in recent years.

Keywords

• Cognition,production,writing,processing,practice

Kaynakça

1. Bialystok, E., and Sharwood-Smith, M. (1985) Interlanguage is not a state of mind: an evaluation of the construct for second language acquisition. Applied Linguistics, 6, 101–17. Carter, M.J. & Harper, H. (2013). Student Writing: Strategies to Reverse Ongoing Decline. Academic Questions, 26(3), 285-295. Retrieved December 13, 2018 from https://www.learntechlib.org/ p/156588/. Dekeyser, R. (2007b). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 97-113). New Jersey: Lawrence Erlbaum Associates, Inc. Eccles, J.S., Wigfield A. & Byrnes, J. (2003). Cognitive Development in Adolescence. In Irving B. Weiner, Richard M. Lerner, M. Ann Easterbrooks & Jayanthi Mistry (Eds.), Handbook of Psychology, Volume 6. Hoboken, New Jersey: John Wiley & Sons, Inc. Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing, and teaching (pp. 3-26). Clevedon: Multilingual Matters. Goldstein, B. (2011). Cognitive psychology: Connecting mind, research and everyday experience, 3rd Edition. Wadsworth, Inc. Kellogg, R.T. (2008). "Training writing skills: A cognitive developmental perspective." Journal of Writing Research, 1 (1), 1-26: http://neillthew.typepad.com/files/training-writing-skills.pdf Krashen, S.D. (2002). Second Language Acquisition and Second Language Learning. http://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Kurk, G., & Atay, D. (2007). Students' Writing Apprehension. Journal of Theory and Practice in Education, 3(1), 12-23. Latif, M. A. (2007). The factors accounting for the Egyptian EFL university students’ negative writing affect. Essex Graduate Student Papers in Language & Linguistics., 9, 57-82. MacIntyre, P. D. & Gardner, R. C. (1989). Anxiety and Second Language Learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275. Ortega, L. (2013). Understanding second language acquisition. London: Hodder Education, an Hachette UK Company. Sato, C. (1990) The syntax of conversation in interlanguage development. Tübingen: Gunter Narr. Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence. In N. Wolfson and E. Judd (eds), Sociolinguistics and language acquisition (pp. 137–74). Rowley, MA: Newbury House. Speelman, C. (2005). Skill acquisition: History, questions, and theories. In C. Speelman & K. Kinser (Eds.), Beyond the learning curve: The construction of mind (pp. 26-64). Oxford: Oxford University Press. Swain, M. (1985) Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S. M. Gass and C. G. Madden (eds), Input in second language acquisition (pp. 235–53). Rowley, MA: Newbury House. Torrance, M. & Galbraith, D. The Processing Demands of Writing. Final Draft of chapter in MacArthur, C., Graham, S., & Fitzgerlad, J. (Eds.). Handbook of Writing Research. New York: Guilford Publications. VanPatten, B., & Williams, J. (2007). Preface. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. vii-viii). Cambridge: Cambridge University Press.