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

Yıl 2020, Cilt: 10 Sayı: 2, 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

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