THE IMPACT OF INPUT FORM IN THE TEACHING OF MODIFIERS IN ENGLISH

Öz

This study aims to explore whether learning modifiers via audio-visual input results in more extensive knowledge of modifiers than learning modifiers via written input. Fifty-four compulsory preparatory students participated in the study. In the study, mixed-method research design was adopted. Quantitative data were collected through the pre-test and post-test results of the control group and the experimental group. Qualitative data were collected through a semi-structured interview conducted with 54 students. Data were analyzed with Independent Samples T-tests, Paired Samples T-tests, and descriptive and frequency analysis. The results revealed that the students in the experimental group were more successful than the students in the control group who were only subject to written input in learning modifiers that they encountered during the treatments. Moreover, qualitative results were consistent with quantitative results indicating that the student in the experimental group used more modifiers than the students in the control group during the interviews.

Anahtar Kelimeler

• audio-visual input
• input form
• modifiers in English
• vocabulary knowledge
• written input

THE IMPACT OF INPUT FORM IN THE TEACHING OF MODIFIERS IN ENGLISH

Öz

Bu çalışma belirteçlerin görsel-işitsel girdi yoluyla öğretilmesinin yazılı girdi yoluyla öğretilmesinden daha başarılı sonuçlar doğurup doğurmadığını araştırmayı amaçlamaktadır. Bu çalışmaya bölümü İngilizce Öğretmenliği ve İngiliz Dili ve Edebiyatı olan 54 hazırlık sınıfı öğrencisi katılmıştır. Çalışmada hem nicel hem de nitel araştırma yöntemlerinden faydalanılmıştır; başka bir deyişle, karma araştırma yöntemi kullanılmıştır. Araştırmanın nicel sonuçları hem kontrol hem de deney grubuna uygulanan ön test ve son test puanlarından elde edilmiştir. Araştırmanın nitel verileri ise araştırmacı tarafından oluşturlumuş yarı-yapılandırılmış görüşmelerden elde edilmiştir. Veriler Bağımsız Örneklem T-Testi, Bağımlı Örneklem T-Testi, betimleyici ve sıklık analizi kullanılarak analiz edilmiştir. Sonuçlar göstermiştir ki hem yazılı girdi olan roman hem de görsel-işitsel girdi olan film kullanılan deney grubu öğrencileri sadece yazılı girdi olarak roman kullanılan kontrol grubu öğrencilerinden belirteç öğrenimi konusunda daha başarılı olmuşlardır. Ayrıca, çalışmanın nitel sonuçları deney grubu öğrencilerinin görüşmeler sırasında kontrol grubu öğrencilerinde daha fazla belirteç kullandığını göstermiştir ve bu bağlamda nitel sonuçlar nicel sonuçlarla örtüşmektedir.

Anahtar Kelimeler

• girdi biçimi
• görsel-işitsel girdi
• İngilizcede belirteçler
• kelime bilgisi
• yazılı girdi

Kaynakça

1. Al-Bajalan, N. F. G. (2017). The effect of reading novels on Iraqi EFL learners, vocabulary knowledge and reading comprehension ability. Unpublished master’s thesis. İstanbul Aydın University, Turkey.
2. Amalia, L., Suparman, U., &Mahpul, M. (2017). Teaching vocabulary through movies to improve students' vocabulary mastery. UNILA Journal of English Teaching, 6(6), 1-6. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/123/article/viewFile/13492/pdf
3. Bahrani, T., & Sim, T. S. (2012). Audiovisual news, cartoons, and films as sources of authentic language input and language proficiency enhancement. Turkish Online Journal of Educational Technology-TOJET, 11(4), 56-64. Retrieved from https://files.eric.ed.gov/fulltext/EJ989255.pdf
4. Balcı, Ö., &Çakır, A. (2012). Teaching vocabulary through collocations in EFL Classes: The case of Turkey. International Journal of Research Studies in Language Learning, 1(1), 21-32. doi:10.5861/ijrsll.2012.v1i1.31.
5. Bal-Gezegin, B. (2014). An investigation of using video vs. audio for teaching vocabulary. Procedia-Social and Behavioral Sciences, 143, 450-457. doi:10.1016/j.sbspro.2014.07.516.
6. Başal, A., Aytan, T., &Demir, I. (2016). Teaching vocabulary with graphic novels. English Language Teaching, 9(9), 95. doi: 10.5539/elt.v9n9p95.
7. Becker, L. (2019). Home | Effect Size Calculators | University of Colorado Colorado Springs. [online] Uccs.edu. Available at: https://www.uccs.edu/lbecker/ [Accessed 16 Nov. 2019].
8. Chapple, L., & Curtis, A. (2000). Content based instruction in Hong Kong: Student responses to film. System, 28, 419 -433. doi: 10.1016/S0346-251X(00)00021-X.

9. Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd edn). Hillsdale, NJ: Lawrence Erlbaum Associates.
10. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
11. Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic studies, 1(1). Retrieved from http://www.jlls.org/index.php/jlls/article/view/6/7
12. Horst, M., Cobb, T., &Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207–223. Retrieved from https://nflrc.hawaii.edu/rfl/PastIssues/rfl112horst.pdf
13. İsmaili, M. (2013). The effectiveness of using movies in the EFL classroom–a study conducted at South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121. Retrieved from https://pdfs.semanticscholar.org/ca3b/d6ad8744b905b7786cbe0e85c9df23162130.pdf
14. Kale, N. G. (2010). Using authentic video in teaching vocabulary in Turkish secondary level EFL classrooms. (Unpublished Master's Thesis). MuğlaSıtkıKoçman University, Turkey.
15. Karakaş, A., &Sarıçoban, A. (2012). The impact of watching subtitled animated cartoons on incidental vocabulary learning of ELT students. Teaching English with Technology, 12(4), 3-15. Retrieved from https://files.eric.ed.gov/fulltext/EJ1144953.pdf
16. King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15, 509 - 23. Retrieved from http://www.moviesgrowenglish.com/PDF/CATESOL/Films_for_EFL,%20J.King.pdf
17. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Oxford University Press.
18. Manzo, A. V., Manzo, U. C., & Thomas, M. M. (2006). Rationale for systematic vocabulary development: Antidote for state mandates. Journal of Adolescent & Adult Literacy, 49(7), 610-619. doi:10.1598/JAAL.49.7.6.
19. Ningling, W. (2015). An empirical study on the projection of specificity in the usage of modifiers in Chinese college EFL writing. English Language Teaching, 8(11), 207-2015. Retrieved from https://files.eric.ed.gov/fulltext/EJ1080290.pdf
20. Öz, H., &Efecioglu, E. (2015). Graphic Novels: An Alternative Approach to Teach English as a Foreign Language. Journal of Language and Linguistic Studies, 11(1), 75-90. Retrieved from https://www.jlls.org/index.php/jlls/article/view/364/212
21. Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental Vocabulary Acquisition from an Authentic Novel: Do "Things Fall Apart"?.Reading in a Foreign Language, 22(1), 31-55. Retrieved from https://nflrc.hawaii.edu/rfl/April2010/articles/pellicersanchez.pdf
22. Pitts, M., White, H., &Krashen, S. (1989). Acquiring second language vocabulary through reading: A replication of the clockwork orange study using second language acquirers. Reading in a Foreign Language, 5, 271–275. Retrieved from https://nflrc.hawaii.edu/rfl/PastIssues/rfl52pitts.pdf
23. Raman, M. G. (2016). Reading through films. Advances in Language and Literary Studies, 7(1), 168-174. Retrieved from https://pdfs.semanticscholar.org/7652/d5543602d563aacb76fe2f441226f15f93a0.pdf?_ga=2.151766906.252597165.1571339588-1286976555.1571339588