Temel Edebi Unsurlarla Resimli Hikâye Kitabı: İngiliz Dili Öğretmen Adaylarının Kitaplarını Öz-değerlendirmeleri

Yıl 2020, , 488 - 504, 01.05.2020

Şule Çelik Korkmaz

https://doi.org/10.24315/tred.583046

Öz

Bu çalışma, 101 3.sınıf İngiliz Dili Eğitimi öğretmen
adayının yabancı dil olarak İngilizce öğrenen çocuklar için hazırladıkları resimli
hikâye kitaplarının öz değerlendirmelerini araştırmıştır. Öğretmen adaylarına kitaplarının
öz değerlendirmelerini yapmaları için Cronbach alfa skoru 933 olan 23 maddelik
beşli likert ölçeğinde bir anket uygulanmıştır. Anketin maddeleri temel edebi
öğeleri ve çocuklara yabancı dil öğretim kriterlerini içeren iki kategoriyi
işaret etmektedir. Ek olarak, öğretmen adaylarının öz değerlendirmelerinin
sonuçları uzmanların değerlendirmelerinin sonuçlarıyla karşılaştırılmış ve
sonuçlar yazarlarla yapılan yarı yapılandırılmış mülakat sonuçlarıyla
detaylandırılmıştır. Genel sonuçlar, yazarların kitaplarını özellikle metinler
ve görüntüler arasında etkili iletişimlere, eğitici temalara, iyi tasarlanmış
kapak sayfalarına, kapsamlı başlıklara, tanıdık karakterlere ve müfredata uygun
senaryolara sahip olmaları açısından başarılı bulduklarını ortaya çıkarmıştır. Yazarların
değerlendirmeleriyle karşılaştırıldığında, bazı maddelerin uzmanlar tarafından
daha fazla ya da daha az değer biçilerek değerlendirildiği görülmüştür.

Anahtar Kelimeler

Resimli hikâye kitabı, temel edebi unsurlar, çocuklara İngilizce öğretimi, İngiliz Dili Eğitimi öğretmen adayları

Picture Storybooks with Basic Literary Elements: ELT Prospective Teachers’ Self-Assessments of their Books

Öz

The study investigated the quality of 101 3rd year ELT
prospective teachers’ picture story books (totally 20) for EFL children via their
self-assessments. The prospective teachers were given a 23-item five-point
likert scale questionnaire which revealed .933 Cronbach alpha score to do their
self-assessments for the books. The items of the questionnaire refer to two
categories involving basic literary elements and the particular criteria for teaching young learners. In addition, the results of the authors’ assessments
were compared to the experts’ assessments and elaborated through the results’
of the authors’ semi-structured interviews. The overall
results revealed that they believed their books were successful particularly in
terms of having effective icono-texts, didactive themes, well-design cover
pages, comprehensible titles, familiar characters, and the scripts compatible
with the curriculum. When compared to the authors’ assessments, it was seen
that some items were overrated or underrated by the experts.

Anahtar Kelimeler

Picture story book, basic literary elements, teaching English to young learners, ELT prospective teachers

Kaynakça

• Bland, J. (2013a). Introduction. In Bland, J., & Lütge, C. (Eds.). Children's literature in second language education (pp1-11).. A&C Black.
• Bland, J. (2013b). Children's Literature and Learner Empowerment: Children and Teenagers in English Language Education. A&C Black
• Boud, D. (2013). Enhancing learning through self-assessment. Routledge.
• Catalano, D. (2005). The roles of the visual in picturebooks: Beyond the conventions of current discourse (Doctoral dissertation, The Ohio State University).
• Çer, E. (2016). Preparing books for children from birth to age six: The approach of appropriateness for the child. Journal of Education and Practice, 7(6), 78-99.
• Çer, E., & Sahin, E. (2016). Validity of a Checklist for the Design, Content, and Instructional Qualities of Children's Books. Journal of Education and Practice, 7(24), 128-137.
• Çubukçu, F. (2012). Literature. In E.Gürsoy & A. Arıkan (Eds.), Teaching English to Young Learners: An Activity based Guide for Prospective Teachers (pp. 343-353). Ankara: Eğiten Yayıncılık.
• DiYanni, R. (2000). Poetry: An Introduction. McGraw Hill.
• Driggs Wolfenbarger, C., & Sipe, L. (2007). A unique visual and literary art form: Recent research on picturebooks. GSE Publications, 32.
• Enache, E. (2015). Teaching English through stories and songs. Resources for English teachers. RATE Issues Winter, 16. ISSN 1844-6159 http://rate.org.ro/blog2.php/ri/teaching-english-through-stories-and
• Feldman, D. H. (2004). Child development. (3rd ed.). New Jersey: Pearson Prentice Hall.
• Ghosn, I.K. (2002). Four Good Reasons to Use Literature in Primary School ELT. ELT Journal 56/2 April. Gönen, M., Uygun, M., Erdoğan, Ö. & Katrancı, M. (2012). Resimli Çocuk Kitaplarının Fiziksel, İçerik ve Resimleme Özellikleri Açısından İncelenmesi, Milli Eğitim, 196/ Güz.
• Gursoy, E., & Bag, H. K. (2018). Is It Possible to Enhance the Creative Thinking Skills of EFL Learners through Training?.Advances in Language and Literary Studies, 9(6), 172-182.
• Haznedar, B. (2010). A story-based methodology for young learners. In B. Haznedar & H. H. Uysal (Eds.), Handbook for Teaching Foreign Languages to Young Learners in Primary Schools (253-276). Ankara: Anı Yayıncılık.
• Kennedy, X. J., (1987). Literature: An introduction to fiction, poetry, drama, (4th edition). Scott, Foresman and Company. Glenview, Illinois, London, England.
• Konomi, D. K. (2014). Using visual materials in teaching vocabulary in English as a foreign language classrooms with young learners. In Conference proceedings. New perspectives in science education (p. 256). libreriauniversitaria. it Edizioni.
• Krashen, S. (1985). The Input Hypothesis. Harlow: Longman.
• Lwin, S. M. (2016). It’s story time!: exploring the potential of multimodality in oral storytelling to support children’s vocabulary learning. Literacy, 50(2), 72–82. doi: 10.1111/lit.12075. Maria, B. C. (2016). A special case of intermediality: interanimation of text and pictures in English-speaking picture books. Практики и интерпретации: журнал филологических, образовательных и культурных исследований, 1(4).
• Martens, P., Martens, R., Doyle, M. H., Loomis, J., & Aghalarow, S. (2012). Learning from picturebooks: Reading and writing multimodally in first grade. The Reading Teacher, 66(4), 285–294.
• Martinez, M. G., Yokota, J., & Temple, C. (2017). Thinking and Learning Through Children's Literature. Rowman & Littlefield.
• McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40-49.
• Millett, N. C. & Rodrigues,R. J. (1991). Explorations in literature America reads. Scott, Foresman and Company. California, Illinois, New Jersey /USA
• Nikolajeva, M., & Scott, C. (2000). The dynamics of picturebook communication. Children's literature in education, 31(4), 225-239.
• Nikolajeva, Maria and Scott, Carole. (2001). How picturebooks work. New York: Garland Pub.
• Parayno, Salud M. (1997). Children’s literature. Rev. ed. Quezon City: Katha Publishing.
• Porras González, N. I. (2010). Teaching English through stories: A meaningful and fun way for children to learn the language. Profile Issues in TeachersProfessional Development, 12(1), 95-106.
• Rathus, S. A. (2014). Childhood & adolescence: Voyages in development. (5th ed.). Belmont, CA: Wadsworth.
• Sipe, L. R. (2008). Storytime: Young children's literary understanding in the classroom. Teachers College Press.
• Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment. New Zealand: Teaching Development, University of Waikato.
• Strouse, G. A., Nyhout, A., & Ganea, P. A. (2018). The role of book features in young children's transfer of information from picture books to real-world contexts. Frontiers in psychology, 9, 50.
• Smallwood, B. A. (2002). Thematic Literature and Curriculum for English Language Learners in Early Childhood Education. ERIC Digest. ED470980 2002-11-00
• Tan, K. H. (2008). Qualitatively different ways of experiencing student self‐assessment. Higher Education Research & Development, 27(1), 15-29.Wagner, L. (2013). By the numbers: A quantitative content analysis of children's picturebooks. Frontiers in psychology, 4, 850.
• Wu, S. (2014). A multimodal analysis of image-text relations in picture books. Theory and Practice in Language Studies, 4(7), 1415.
• Yangın Ekşi, G. (2012). Materials. In Esim Gürsoy & Arda Arıkan (Eds.). Teaching English to Young Learners: An Activity-based Guide for Prospective Teachers (pp. 33-57). Ankara: Eğiten Kitap.
• Yenici, E. (2003). The influence of storytelling on the development and retention of L2 vocabulary in child L2 Learners (Unpublished master’s thesis). University of Bosphorus.
• Yildirim, R., & Torun, F. P. (2014). Exploring the value of animated stories with young English language learners. TOJET: The Turkish Online Journal of Educational Technology, 13(4).
• Yılmaz, D. & Karatepe, Ç. (2013). Contextualization in the EFL primary classroom: A neglected issue in teacher education. In O. Strelova, İ. Hristov, K. Morton, P. Peeva, R. Sam. E. Galay, E. Atasay (Eds.). The Science and Education at the Beginning of the 21st Century in Turkey, 3 (57-70). Sofia: St Kliment Ohridsky Univ Press.