Araştırma Makalesi
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İçerik temelli yazma öğretiminin öğrencilerin ingilizce yazma becerileri üzerine etkileri

Yıl 2018, Sayı: 13, 207 - 219, 30.12.2018
https://doi.org/10.29000/rumelide.504944

Öz

Yabancı/ikinci dil öğretiminin başlıca
amaçlarından biri, dil öğrencilerinin yazma becerilerini geliştirmektir.
Yabancı dil öğretmenleri tarafından sıkça tercih edilen yöntemlerden birisi,
öğrencilere yabancı dilin kelime ve dilbilgisi yapısını öğreterek bu yabancı
dilde otomatik bir şekilde yazmalarını beklemek olabilmektedir. Bu şekildeki
yapı-odaklı geleneksel yöntemin bir alternatifi yazma öğretiminin bir tema veya
bir içerik etrafında düzenlenerek, öğrencilerin sadece dilbilgisi yapılarını
değil aynı zamanda belli bir bağlam içinde sunulan konuları da öğrenmelerini
sağlamak olabilir. Söz konusu çalışma, bu iki yöntemin Türkiye’de bir devlet
üniversitesindeki yabancı dil öğrencilerinin yazma becerileri üzerine
etkilerini incelemeye çalışmıştır. Bu iki yaklaşım arasında bir karşılaştırma
yapmak için iki grup deney ve kontrol grupları olarak belirlendi ve bu gruplara
çalışmaya konu olan iki yaklaşıma göre düzenlenmiş olan yabancı dilde yazma
dersleri verildi. Araştırma, öntest-sontest araştırma desenine sahip
yarı-deneysel bir çalışmadır. Çalışmanın sonuçları, içerik temelli yazma
öğretiminin öğrencilerin yabancı dilde yazma becerilerini geliştirmede
geleneksel yöntemden daha etkili olduğunu ortaya koymaktadır.

Kaynakça

  • Adamson, H. D. (1993). Academic competence theory and classroom practice: Preparing ESL students for content courses. London: Longman. Airasian, P. W. & Russell, M. (2011). Classroom assessment: Concepts and applications. New York: McGraw-Hill Education. Agustín Llach, M. P. (2011). Lexical errors and accuracy in foreign language writing. UK: Multilingual Matters Beckett, G. H. & Gonzalez, V. (2004). Content-based ESL writing curriculum: A language socialization model. NABE Journal of Research and Practice, 2(1), 161-175. Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content and Language Integrated Learning, 5 (1), 46–56. Brinton, D. M., Snow, M. A., & Wesche, M. J. (1989). Content-based second language instruction. New York: Newbury House. Chapple, L., & Curtis, A. (2000). Content-based instruction in Hong Kong: Student responses to film. System, 28, 419-433. Colombi, M. C., & Schleppegrell, M. J. (2002). Theory and practice in the development of advanced literacy. In M. J. Schleppegrell & M. C. Colombi (eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 1-19). NJ: Lawrence Erlbaum Associations, Inc. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press. Crandall, J. (1987). ESL through content-area instruction. Englewood Cliffs, NJ: Prentice Hall. Cumming, A. (2001). Learning to write in a second language: Two decades of research. International Journal of English Studies,1 (2), 1-23 Cumming, A. (2003). Experienced ESL/EFL writing instructors’ conceptualizations of their teaching: Curriculum options and implications. In B. Kroll (ed.), Exploring the dynamics of second language writing (pp. 71–92). New York: Cambridge University Press. Cumming, A. (2010). Theories, frameworks and heuristics: Some reflections on inquiry and second language writing. In T. Silva & P. K. Matsuda (eds.), Practising theory in second language writing (pp. 19-47). Indiana: Parlor Press. Early, M., & Hooper, H. (2001). Implementation of the Vancouver School Board’s ESL initiatives. In B. Mohan, C. Leung, & C. Davison (eds.), English as a second language in the mainstream: Teaching, learning, and identity (pp. 138-150). Harlow, England: Pearson Education. Eggins, S. (1994). An introduction to systemic functional linguistics. London, UK: Wellington house Publishers. Ferris, D. (2011). Treatment of error in second language student writing. USA: The University of Michigan Press Flowerdew, J. (1993). Content-based language instruction in a tertiary setting. English for Specific Purposes, 12, 121-138. Genesee, F. (1994). Language and content: Lessons from immersion (Educational Practice Report No. 11). Washington DC: Center for Applied Linguistics, and National Center for Research on Cultural Diversity and Second Language Learning. Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 247-273. Grabe, W. (2001a). Reading-writing relations: theoretical perspectives and institutional practices. In D. Belcher and A. Hirvela (eds.), Linking literacies: perspectives on L2 reading and writing connections (pp. 15–47). Ann Arbor: University of Michigan Press. Grabe, W. (2001b). Notes toward a theory of second language writing. In T. Silva & P. K. Matsuda (eds.), On second language writing (pp. 39-57). London: Lawrence Erlbaum Associates. Grabe, W. & Kaplan, R. B. (1996). Theory & practice of writing. London: Pearson Education. Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (eds.), The content-based classroom: Perspectives on integrating language and content (pp.5-21). White Plains NY: Longman. Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward Arnold. Hyland, K. (2002). Genre: language, context and literacy. Annual review of applied linguistics, 22, 113–35. Hyland, K. (2003). Second language writing. New York, Cambridge University Press Kasper, L. F. (1997). The impact of content-based instructional programs on the academic programs of ESL students. English for Specific Purposes, 16, 309-320. Larsen-Freeman, D. & Anderson, M. (2015). Techniques & Principles in Language Teaching. Oxford: Oxford University Press. Leaver, B. L., & Stryker, S. B. (1989). Content-based instruction for foreign language classrooms. Foreign Language Annals, 22, 269-275. Leki, I. (2001). Hearing voices: L2 students' experiences in L2 writing courses. In T. Silva & P. K. Matsuda (eds.), On second language writing (pp. 17-28). London: Lawrence Erlbaum Associates. Matsuda, P. K. (2003). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (ed.), Exploring the dynamics of second language writing (pp. 15-34). New York: Cambridge University Press. Met, M. (1991). Learning language through content: Learning content through language. Foreign Language Annals, 24, 281-295. Met, M. (1999). Content-based instruction: Defining terms, making decisions. Washington, DC: The National Foreign Language Center. Mohan, B. A. (1986). Language and content. Reading, MA: Addison-Wesley. Mohan, B., & Beckett, G.H. (2001). A functional approach to research on content-based language teaching: Recasts in causal explanations. Modern Language, 58(1), 133-155. Murray, D. (1985). A writer teaches writing (2nd ed.). Boston: Houghton Mifflin. Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge, New York. Cambridge University Press. Rodgers, D. M. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal, 90, 373-386. Schneider, J. (2005,). Teaching grammar through community issues. ELT Journal, 59 (4), 298-305. Silva, T. (1990). Second language composition instruction: Developments, issues, and directions. In B. Kroll (ed.), Second language writing: research insights for the classroom (pp. 11-23). Cambridge: Cambridge University Press. Smoke, T. (2001). Instructional strategies for making ESL students integral to the university. In T. Silva & P. K. Matsuda (Eds.). On second language writing (pp. 129-141). NJ: Lawrence Erlbaum Associations, Inc. Snow, M. A. (1991). Teaching language through content. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 315-326). Boston, MA: Heinle & Heinle. Stoller, F. L., & Grabe, W. B. (1997). Six T’s approach to content-based instruction. In M. A. Snow & D. M. Brinton (eds.), Content-based classroom: Perspectives on integrating language and content (pp. 78-94). White Plains, NY: Longman. Stoller, F. L. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261-283. Stryker, S. B. & Leaver, L. L. (1997). Content-based instruction in foreign language education: Models and methods. Washington DC: Georgetown University Press. Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press. Weigle, S. C. (2002). Assessing writing. UK: Cambridge University Press. Wolcott, W. & Legg, S. M. (1998). An overview of writing assessment: Theory, research, and practice. Urbana: National Council of Teachers of English. Zúñiga, G., & Macías, D. F. (2006). Refining students’ academic writing skills in an undergraduate foreign Language teaching program. Ikala, revista de lenguaje y cultura,11 (17), 311-336.

Exploring the effects of content-integrated writing instruction on students’ English writing skills in an EFL context

Yıl 2018, Sayı: 13, 207 - 219, 30.12.2018
https://doi.org/10.29000/rumelide.504944

Öz

One of the main purposes of foreign/second
language instruction is to improve language learners’ writing skills. A way
that is often preferred by language instructors may be to teach vocabulary and
grammar of the foreign language and expect the students to write in that
language automatically.  An alternative
to such a traditional way of form oriented instruction can be to organize
writing instruction around a theme or a content in order to enable the students
to acquire not only linguistic forms but also thematic units within a context.
The present research study tried to explore the effects of these two approaches
on writing development of foreign language (L2) learners at a state university
in Turkey. In order to make a comparison between these two orientations, two
groups were determined as experimental and control groups and they were
involved in writing instructions designed in accordance with these two
instructional approaches. The research study was conducted through a
quasi-experimental pretest - posttest research design. The results of the study
suggest that the method which offered a content-integrated writing instruction
has been more effective in developing students’ L2 writing than the traditional
way of instruction.

Kaynakça

  • Adamson, H. D. (1993). Academic competence theory and classroom practice: Preparing ESL students for content courses. London: Longman. Airasian, P. W. & Russell, M. (2011). Classroom assessment: Concepts and applications. New York: McGraw-Hill Education. Agustín Llach, M. P. (2011). Lexical errors and accuracy in foreign language writing. UK: Multilingual Matters Beckett, G. H. & Gonzalez, V. (2004). Content-based ESL writing curriculum: A language socialization model. NABE Journal of Research and Practice, 2(1), 161-175. Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content and Language Integrated Learning, 5 (1), 46–56. Brinton, D. M., Snow, M. A., & Wesche, M. J. (1989). Content-based second language instruction. New York: Newbury House. Chapple, L., & Curtis, A. (2000). Content-based instruction in Hong Kong: Student responses to film. System, 28, 419-433. Colombi, M. C., & Schleppegrell, M. J. (2002). Theory and practice in the development of advanced literacy. In M. J. Schleppegrell & M. C. Colombi (eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 1-19). NJ: Lawrence Erlbaum Associations, Inc. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press. Crandall, J. (1987). ESL through content-area instruction. Englewood Cliffs, NJ: Prentice Hall. Cumming, A. (2001). Learning to write in a second language: Two decades of research. International Journal of English Studies,1 (2), 1-23 Cumming, A. (2003). Experienced ESL/EFL writing instructors’ conceptualizations of their teaching: Curriculum options and implications. In B. Kroll (ed.), Exploring the dynamics of second language writing (pp. 71–92). New York: Cambridge University Press. Cumming, A. (2010). Theories, frameworks and heuristics: Some reflections on inquiry and second language writing. In T. Silva & P. K. Matsuda (eds.), Practising theory in second language writing (pp. 19-47). Indiana: Parlor Press. Early, M., & Hooper, H. (2001). Implementation of the Vancouver School Board’s ESL initiatives. In B. Mohan, C. Leung, & C. Davison (eds.), English as a second language in the mainstream: Teaching, learning, and identity (pp. 138-150). Harlow, England: Pearson Education. Eggins, S. (1994). An introduction to systemic functional linguistics. London, UK: Wellington house Publishers. Ferris, D. (2011). Treatment of error in second language student writing. USA: The University of Michigan Press Flowerdew, J. (1993). Content-based language instruction in a tertiary setting. English for Specific Purposes, 12, 121-138. Genesee, F. (1994). Language and content: Lessons from immersion (Educational Practice Report No. 11). Washington DC: Center for Applied Linguistics, and National Center for Research on Cultural Diversity and Second Language Learning. Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 247-273. Grabe, W. (2001a). Reading-writing relations: theoretical perspectives and institutional practices. In D. Belcher and A. Hirvela (eds.), Linking literacies: perspectives on L2 reading and writing connections (pp. 15–47). Ann Arbor: University of Michigan Press. Grabe, W. (2001b). Notes toward a theory of second language writing. In T. Silva & P. K. Matsuda (eds.), On second language writing (pp. 39-57). London: Lawrence Erlbaum Associates. Grabe, W. & Kaplan, R. B. (1996). Theory & practice of writing. London: Pearson Education. Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (eds.), The content-based classroom: Perspectives on integrating language and content (pp.5-21). White Plains NY: Longman. Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward Arnold. Hyland, K. (2002). Genre: language, context and literacy. Annual review of applied linguistics, 22, 113–35. Hyland, K. (2003). Second language writing. New York, Cambridge University Press Kasper, L. F. (1997). The impact of content-based instructional programs on the academic programs of ESL students. English for Specific Purposes, 16, 309-320. Larsen-Freeman, D. & Anderson, M. (2015). Techniques & Principles in Language Teaching. Oxford: Oxford University Press. Leaver, B. L., & Stryker, S. B. (1989). Content-based instruction for foreign language classrooms. Foreign Language Annals, 22, 269-275. Leki, I. (2001). Hearing voices: L2 students' experiences in L2 writing courses. In T. Silva & P. K. Matsuda (eds.), On second language writing (pp. 17-28). London: Lawrence Erlbaum Associates. Matsuda, P. K. (2003). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (ed.), Exploring the dynamics of second language writing (pp. 15-34). New York: Cambridge University Press. Met, M. (1991). Learning language through content: Learning content through language. Foreign Language Annals, 24, 281-295. Met, M. (1999). Content-based instruction: Defining terms, making decisions. Washington, DC: The National Foreign Language Center. Mohan, B. A. (1986). Language and content. Reading, MA: Addison-Wesley. Mohan, B., & Beckett, G.H. (2001). A functional approach to research on content-based language teaching: Recasts in causal explanations. Modern Language, 58(1), 133-155. Murray, D. (1985). A writer teaches writing (2nd ed.). Boston: Houghton Mifflin. Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge, New York. Cambridge University Press. Rodgers, D. M. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal, 90, 373-386. Schneider, J. (2005,). Teaching grammar through community issues. ELT Journal, 59 (4), 298-305. Silva, T. (1990). Second language composition instruction: Developments, issues, and directions. In B. Kroll (ed.), Second language writing: research insights for the classroom (pp. 11-23). Cambridge: Cambridge University Press. Smoke, T. (2001). Instructional strategies for making ESL students integral to the university. In T. Silva & P. K. Matsuda (Eds.). On second language writing (pp. 129-141). NJ: Lawrence Erlbaum Associations, Inc. Snow, M. A. (1991). Teaching language through content. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 315-326). Boston, MA: Heinle & Heinle. Stoller, F. L., & Grabe, W. B. (1997). Six T’s approach to content-based instruction. In M. A. Snow & D. M. Brinton (eds.), Content-based classroom: Perspectives on integrating language and content (pp. 78-94). White Plains, NY: Longman. Stoller, F. L. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261-283. Stryker, S. B. & Leaver, L. L. (1997). Content-based instruction in foreign language education: Models and methods. Washington DC: Georgetown University Press. Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press. Weigle, S. C. (2002). Assessing writing. UK: Cambridge University Press. Wolcott, W. & Legg, S. M. (1998). An overview of writing assessment: Theory, research, and practice. Urbana: National Council of Teachers of English. Zúñiga, G., & Macías, D. F. (2006). Refining students’ academic writing skills in an undergraduate foreign Language teaching program. Ikala, revista de lenguaje y cultura,11 (17), 311-336.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Türk dili, kültürü ve edebiyatı
Yazarlar

Zennure Elgün Gündüz 0000-0003-4420-5772

Yayımlanma Tarihi 30 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 13

Kaynak Göster

APA Elgün Gündüz, Z. (2018). Exploring the effects of content-integrated writing instruction on students’ English writing skills in an EFL context. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(13), 207-219. https://doi.org/10.29000/rumelide.504944