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Ne okuyorsak oyuz: İngiliz dili eğitimi öğrencilerinin okuma kimliği

Yıl 2021, Sayı: 24, 1182 - 1194, 21.09.2021
https://doi.org/10.29000/rumelide.997589

Öz

Okuma, öğrenmede önemli bir role sahiptir. Okuma eğitim ve sosyal hayattaki deneyimlerinde kaynağıdır. Okuma kimliği, öğrencilerin kendilerini okuyucu olarak nasıl gördükleri olarak ifade edilir. Okuma kimliği üniversite düzeyi de dâhil olmak üzere eğitimin tüm seviyelerinde bilgi ve becerilerin gelişimini etkileyebilmektedir. Bu çalışma, Türkiye’de bir üniversitede İngiliz Dili Eğitimi okuyan 45 öğrencinin raporları, günlükleri ve röportajları aracılığıyla okuma kimliklerini incelemektedir. Yapılan analizler; öğrencilerin ne okuduklarını, ne kadar iyi okuduklarını ve kendilerini diğer okuyuculara, farklı metinlere, birinci ve ikinci dillerinde kendi duygularına göre nasıl konumlandırdıklarını göstermektedir. Bu çalışma için toplanan verilerde Açık İfade Kimliği (Manifest State Identity), İçe Yansıtılmış İfade Kimliği (Introjected State Identity), ve Tarafsız İfade Kimliği (Neutral State Identity) olarak üç tür okuma kimliği tespit edilmiştir. Açık ifade kimliği, okumanın öğrencinin hayatında önemli bir yere sahip olduğu kimliktir. İçe yansıtılmış ifade kimliğinde öğrenci okumayı profesyonel bir İngilizce öğretmeni olarak hayatının bir yönü ile güçlü bir şekilde ilişkilendirmektedir. Son olarak tarafsız ifade kimliğinde ise okuma belirli durumlarda anlamı aktarmak için kullanılan bir araçtır. Bulgular müfredat içeriği ve metodolojisi için çıkarımlara sahiptir ve okumanın öğrencilerin eğitim hayatlarındaki rolüne dair içgörüler sağladığını da ortaya çıkarmıştır.

Kaynakça

  • Arikan, A. (2005). An Evaluation of Literature Curriculum in H.U. English Language Teaching Department. Online Submission, 29.
  • Bakhtin, M. M. (1986). Speech Genres and Other Late Essays. Austin: University of Texas.
  • Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, 372-387.
  • Bonafide, A. M. A. (2011). The Construction of Reading Identity in Struggling Middle School Readers State University of New York, New York, USA.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. London: Routledge.
  • Collins, J., & Blot, R. K. . (2005). Literacy and literacies. Cambridge: CUP.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
  • Çıraklı, M. Z., & Kılıçkaya, F. (2011). Literature Courses in EFL Curriculum: Pre-Service Language Teachers’ Perceptions. Pegem Eğitim ve Öğretim Dergisi, 1(3).
  • Francois, C. (2013). Reading is about relating: Urban youths give voice to the possibilities for school literacy. Journal of Adolescent & Adult Literacy, 57(2), 141-149. doi:10.1002/JAAL.218
  • Gündüz, N. (2005). A Suggested Syllabus for the Course Introduction to British Literature at ELT Departments.
  • Kaya, S. Ü. (2018). Integration of Literature in ELT Classes: A Survey of the Attitudes of ELT Students towards the Study of Literature. Başkent University JournaI of Education, 5(1), 51-60.
  • Kaşlıoğlu, Ö., & Ersin, P. (2018). Pre-service teachers’ beliefs about literature integration in English language teaching classrooms. Journal of Language and Linguistic Studies, 14(3), 213-232
  • Mason, J. (1996). Qualitative researching. London: Sage.
  • Menard-Warwick, J. (2005). Both a fiction and an existential fact: Theorizing identity in second language acquisition and literacy studies. Linguistics and Education, 16(3), 253-274. doi:https://doi.org/10.1016/j.linged.2006.02.001
  • Miller, L. A. (2013). Developıng Readıng Identıtıes: Understandıng Issues Of Motıvatıon Within The Readıng Workshop
  • Norton, B. (1995). Social Identity, Investment, and Language Learning*. TESOL Quarterly, 29(1), 9-31. doi:10.2307/3587803
  • Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education Limited.
  • Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. doi:Doi: 10.1017/s0261444811000309
  • Pavlenko, A. (2002). Bilingualism and Emotions. Multilingua - Journal of Cross-Cultural and Interlanguage Communication.
  • Rosenblatt, L. M. (1995). Literature as Exploration (5 th edition)
  • Schiffrin, D. (1994). Approaches to Discourse. Oxford: Blackwell.
  • Su, W. (2020). Exploring how rubric training influences students’ assessment and awareness of interpreting. Language Awareness, 29(2), 178–196. https://doi.org/10.1080/09658416.2020. 1743713
  • Tajfel, H. (1981). Human Groups and Social Categories. Cambridge: CUP.
  • Tehan, P., Doğan, Y., & İnan, B. (2015). The Place of Literature in an English Language Teaching Program: What Do Students Think About It? The Reading Matrix: An International Online Journal, 15(2).
  • Tevdovska, E. S. (2016). Literature in ELT Setting: Students’ Attitudes and Preferences towards Literary Texts. Procedia - Social and Behavioral Sciences, 232, 161-169. doi:10.1016/j.sbspro.2016.10.041
  • Thomas, C. (2000). From engagement to celebration: A framework for passionate reading. Voices From the Middle, 8(2), 16-25.
  • Thomas, N., & Osment, C. (2018). Building on Dewaele's (2018) L1 versus LX Dichotomy: The Language-Usage-Identity State Model. Applied Linguistics. doi:10.1093/applin/amz010
  • Vural, H. (2013). Use of Literature to Enhance Motivation in ELT Classes. Mevlana International Journal of Education, 3(4), 15-23. doi:10.13054/mije.13.44.3.4
  • Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.
  • Yılmaz, C. (2019). Using literature in the language classroom: Voices of pre-service EFL teachers. In H. Arslan & G. Gianturco (Eds.), Contemporary Approaches in Social Science Researches (pp. 35-41). Bialystock: IASSR.
  • Zorba, M. G. (2013). Prospective English language teachers' views on literature-oriented courses at Akdeniz University's Elt department. Procedia- Social and Behavioral Sciences, 70, 1911-1918. doi:doi: 10.1016/j.sbspro.2013.01.269

We are what we read: reading identity of university students of English language teaching

Yıl 2021, Sayı: 24, 1182 - 1194, 21.09.2021
https://doi.org/10.29000/rumelide.997589

Öz

Reading plays an important role in learning and is a source of educational, social and life experiences. How learners see themselves as readers can be viewed as reading identity, and reading identity is likely to affect the development of knowledge and skills at all levels of education, including university level. This paper looks at the reading identity of 45 students of English Language Teaching (ELT) at a university in Turkey expressed through written reports, learner diaries and interview data that were collected while they were taking a course in English literature. Analysis shows how the students presented themselves in terms of what they read, how well they read and how they positioned themselves in relation to other readers, to different texts and to their own feelings about reading in their first and second languages. Three types of reading identity were found in the data: manifest state identity, where reading is an important part of the student’s life, introjected state identity where reading is strongly associated with one aspect of the student’s life as a professional English teacher and neutral state identity where reading is limited to being a tool for communicating meaning in certain situations. Findings have implications for curriculum content and methodology and provide insights into the role of reading in the students’ educational lives.

Kaynakça

  • Arikan, A. (2005). An Evaluation of Literature Curriculum in H.U. English Language Teaching Department. Online Submission, 29.
  • Bakhtin, M. M. (1986). Speech Genres and Other Late Essays. Austin: University of Texas.
  • Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, 372-387.
  • Bonafide, A. M. A. (2011). The Construction of Reading Identity in Struggling Middle School Readers State University of New York, New York, USA.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. London: Routledge.
  • Collins, J., & Blot, R. K. . (2005). Literacy and literacies. Cambridge: CUP.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
  • Çıraklı, M. Z., & Kılıçkaya, F. (2011). Literature Courses in EFL Curriculum: Pre-Service Language Teachers’ Perceptions. Pegem Eğitim ve Öğretim Dergisi, 1(3).
  • Francois, C. (2013). Reading is about relating: Urban youths give voice to the possibilities for school literacy. Journal of Adolescent & Adult Literacy, 57(2), 141-149. doi:10.1002/JAAL.218
  • Gündüz, N. (2005). A Suggested Syllabus for the Course Introduction to British Literature at ELT Departments.
  • Kaya, S. Ü. (2018). Integration of Literature in ELT Classes: A Survey of the Attitudes of ELT Students towards the Study of Literature. Başkent University JournaI of Education, 5(1), 51-60.
  • Kaşlıoğlu, Ö., & Ersin, P. (2018). Pre-service teachers’ beliefs about literature integration in English language teaching classrooms. Journal of Language and Linguistic Studies, 14(3), 213-232
  • Mason, J. (1996). Qualitative researching. London: Sage.
  • Menard-Warwick, J. (2005). Both a fiction and an existential fact: Theorizing identity in second language acquisition and literacy studies. Linguistics and Education, 16(3), 253-274. doi:https://doi.org/10.1016/j.linged.2006.02.001
  • Miller, L. A. (2013). Developıng Readıng Identıtıes: Understandıng Issues Of Motıvatıon Within The Readıng Workshop
  • Norton, B. (1995). Social Identity, Investment, and Language Learning*. TESOL Quarterly, 29(1), 9-31. doi:10.2307/3587803
  • Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education Limited.
  • Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. doi:Doi: 10.1017/s0261444811000309
  • Pavlenko, A. (2002). Bilingualism and Emotions. Multilingua - Journal of Cross-Cultural and Interlanguage Communication.
  • Rosenblatt, L. M. (1995). Literature as Exploration (5 th edition)
  • Schiffrin, D. (1994). Approaches to Discourse. Oxford: Blackwell.
  • Su, W. (2020). Exploring how rubric training influences students’ assessment and awareness of interpreting. Language Awareness, 29(2), 178–196. https://doi.org/10.1080/09658416.2020. 1743713
  • Tajfel, H. (1981). Human Groups and Social Categories. Cambridge: CUP.
  • Tehan, P., Doğan, Y., & İnan, B. (2015). The Place of Literature in an English Language Teaching Program: What Do Students Think About It? The Reading Matrix: An International Online Journal, 15(2).
  • Tevdovska, E. S. (2016). Literature in ELT Setting: Students’ Attitudes and Preferences towards Literary Texts. Procedia - Social and Behavioral Sciences, 232, 161-169. doi:10.1016/j.sbspro.2016.10.041
  • Thomas, C. (2000). From engagement to celebration: A framework for passionate reading. Voices From the Middle, 8(2), 16-25.
  • Thomas, N., & Osment, C. (2018). Building on Dewaele's (2018) L1 versus LX Dichotomy: The Language-Usage-Identity State Model. Applied Linguistics. doi:10.1093/applin/amz010
  • Vural, H. (2013). Use of Literature to Enhance Motivation in ELT Classes. Mevlana International Journal of Education, 3(4), 15-23. doi:10.13054/mije.13.44.3.4
  • Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.
  • Yılmaz, C. (2019). Using literature in the language classroom: Voices of pre-service EFL teachers. In H. Arslan & G. Gianturco (Eds.), Contemporary Approaches in Social Science Researches (pp. 35-41). Bialystock: IASSR.
  • Zorba, M. G. (2013). Prospective English language teachers' views on literature-oriented courses at Akdeniz University's Elt department. Procedia- Social and Behavioral Sciences, 70, 1911-1918. doi:doi: 10.1016/j.sbspro.2013.01.269
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Dünya dilleri, kültürleri ve edebiyatları
Yazarlar

Hasan Serkan Kırca Bu kişi benim 0000-0002-4864-6463

Philip Glover Bu kişi benim 0000-0002-2375-3633

Yayımlanma Tarihi 21 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 24

Kaynak Göster

APA Kırca, H. S., & Glover, P. (2021). We are what we read: reading identity of university students of English language teaching. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(24), 1182-1194. https://doi.org/10.29000/rumelide.997589