Okulöncesi Öğretmenlerinin Kullandığı Sözcük Öğretim Stratejileri

Yıl 2024, Cilt: 21 Sayı: 2, 355 - 377

Melike Yörüko Nihat Bayat

https://doi.org/10.33711/yyuefd.1397539

Öz

Bu çalışmada okulöncesi öğretmenlerinin sözcük öğretim stratejilerini hangi düzeyde kullandığını belirlemek amaçlanmıştır. Tarama modelinde yürütülen araştırmanın katılımcılarını Türkiye’de Antalya ili merkez ilçelerindeki okulöncesi eğitim kurumlarında görev yapan 240 okulöncesi öğretmeni oluşturmuştur. Araştırmada okulöncesi öğretmenlerine yönelik geliştirilen beşli likert tipindeki “Sözcük Öğretme Stratejileri Ölçeği” ve “Kişisel Bilgi Formu” veri toplama aracı olarak kullanılmıştır. Kullanılan stratejilerle ilgili araştırma sorularına bağlı olarak betimsel istatistik hesaplaması yapılmış ve ayrıca demografik değişkenlerle ilgili sorular için de Mann Whitney U, Kruskal Wallis H, One Way Anova ve Bağımsız Grup t-testleri uygulanmıştır. Uygulanan istatistiksel çözümlemeler sonucunda okul öncesi öğretmenlerinden oluşan katılımcıların sözcük öğretme stratejilerini yüksek düzeyde kullandığı belirlenmiştir. Katılımcıların sözcük öğretme stratejilerini kullanma düzeyleri eğitim düzeyine, hizmet süresine, eğitim verilen yaş grubuna ve görev yapılan okul türüne göre anlamlı farklılık göstermemiştir. Araştırmadan elde edilen bulgular doğrultusunda önerilerde bulunulmuştur.

Anahtar Kelimeler

Sözcük öğretimi, sözcüksel gelişim, sözcük öğretim stratejileri, erken çocukluk, dil gelişimi

Etik Beyan

Çalışma etik ilkelere uygun biçimde gerçekleştirilmiştir.

Vocabulary Instruction Strategies Employed by Preschool Teachers

Öz

This study aims to determine the extent to which preschool teachers utilize vocabulary instruction strategies. The participants of the research conducted in a survey model consisted of 240 preschool teachers working in central districts of Antalya, Turkey. In this research, the Vocabulary Instruction Strategies Scale, designed for preschool teachers in a five-point Likert scale, and the 'Personal Information Form' were used as data collection tools. In accordance with the research questions pertaining to the employed strategies, descriptive statistics calculations were conducted. Furthermore, Mann Whitney U, Kruskal Wallis H, One Way Anova, and Independent Group t-tests were applied for inquiries related to demographic variables. As a result of the applied statistical analyses, it has been determined that the participants consisting of preschool teachers employed word teaching strategies at a high level. The participants' levels of employing vocabulary instruction strategies did not show any significant differences based on their educational level, years of service, the age group they teach, and the type of school where they work. Recommendations are provided in line with the findings obtained from the research.

Anahtar Kelimeler

Early childhood, language development, lexical development, vocabulary instruction, vocabulary teaching strategies

Kaynakça

• Arifani, Y. (2020). Cartoon video-assisted learning: An investigation into the acquisition of EFL children’s incidental vocabulary. Computer-Assisted Language Learning Electronic Journal, 21(2), 17-31.
• Balcı, A. (2005). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler. PegemA Yayıncılık.
• Baumann, J. (2008). Vocabulary and reading comprehension. In S. Israel, and G. Duffy, (Eds) Handbook of Research on Reading Comprehension. (pp.323-346). Routledge.
• Beck, I., & McKeown, M. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251-271. https://doi.org/10.1086/511706
• Boudreau, D. M. (2007). Narrative abilities in children with language impairments. R. Paul (Ed.). Language disorders from a developmental perspective: Essays in honor of Robin S. Chapman (pp. 331–356). Lawrence Erlbaum Associates Publishers.
• Brown, A. L. (1994). The advancement of learning. Educational Researcher, 23(8), 4-12. https://doi.org/10.3102/0013189X023008004
• Brown, H. D. (2000). Principles of language learning and teaching. Addison Wesley Longman, Inc.
• Bryant, D. M., Burchinal, M., Lau, L. B. & Sparling, J. J. (1994). Family and classroom correlates of Head Start children’s developmental outcomes. Early Childhood Research Quarterly, 9, 289–309.
• Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development. Teaching and Teacher Education, 48, 97–105.
• Chang, Y., Li, B.Y., & Lu, J.Q. (2021) English vocabulary teaching from a cognitive perspective. Open Access Library Journal, 8: e7777. https://doi.org/10.4236/oalib.1107777
• Chapelle, C. (1998). Construct definition and validity inquiry in SLA research. In L.F. Bachman, A.D. Cohen (eds.), Interface between Second Language Acquisition and Language Testing Research (p. 32-70). Cambridge: CUP.
• Christ, T., & Wang, X. C. (2011). Closing the vocabulary gap?: A review of research on early childhood vocabulary practices. Reading Psychology, 32(5), 426-458. https://doi.org/10.1080/02702711.2010.495638
• Christensen, L.B., Johnson, R.B., & Turner, L.A. (2015). Araştırma yöntemleri: Desen ve analiz (A. Aypay, çev. ed.). Anı Yayıncılık.
• Chumworatayee, T., & Pitakpong, T. (2017). The relationships between the use of vocabulary learning strategies and their usefulness as perceived by English major students in a Thai University. LEARN Journal: Language Education and Acquisition Research Network Journal, 10 (2), 155-167.
• Clark, E.V. (2010). First Language Acquisition, 2nd ed. Cambridge: Cambridge University Press.
• Cohen, A. (2009). Focus on the Language Learner: Styles, Strategies and Motivation. An Introduction to Applied Linguistics, 2, 161-178.
• Coyne, M., McCoach, D., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74–88. https://doi.org/10.2307/30035543
• Çetin, T., Yavuz, S., Tokgöz, B. ve Güven, G. (2012). Okul öncesi dönemdeki çocuklara (60-72 ay) uzay kavramlarının öğretimi. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 32(3), 715-731.
• Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82, 870–886.
• Doherty, M. J. (2004). Children's difficulty in learning homonyms. Journal of Child Language, 31(1), 203-214.
• Erdoğan, N. I., Aydoğan, S., Kendüzler, S. E., Dülger, E., Aydın, A. ve Dinler, H. (2021). Okul öncesi öğretmenlerinin çocukları değerlendirmedeki yeterlilik düzeyleri ve kullandıkları araçlar. Yaşadıkça Eğitim, 35(1), 1-19. https://doi.org/10.33308/26674874.2021351230
• Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33, 464–497. http://dx.doi.org/10.1016/j.ssresearch.2003.08.001
• Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade student's mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306. https://doi.org/10.1037/0022-0663.95.2.306
• Gelman, S. A., & Coley, J. D. (1990). The importance of knowing a dodo is a bird: Categories and inferences in 2-year-old children. Developmental Psychology, 26(5), 796-804. https://doi.org/10.1037/0012-1649.26.5.796
• Gözalan, E. ve Koçak, N. (2014). Oyun temelli dikkat eğitim programının 5-6 yaş çocukların kelime bilgi düzeylerine etkisinin incelenmesi. Karamanoğlu Mehmet Bey Üniversitesi Sosyal ve Ekonomik Araştırmalar Dergisi, 16(2), 115-121. https://doi.org/10.18493/kmusekad.12328
• Graves, M. (2006). The vocabulary book: Learning &instruction. Teachers College.
• Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679. https://doi.org/10.1111/j.1467-1770.1996.tb01355.x
• Güneş G. ve Erkan, S. (2017). Okul öncesi dönem çocuklarının öğrenme stillerinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 13-24. http://dx.doi.org/10.17860/mersinefd.305746
• Hadley, E.B., Scott, M., Foster, M.E., Dickinson, D.K., Hirsh-Pasek, K., & Golinkoff, R.M. (2022). Preschool teachers' fidelity in implementing a vocabulary intervention: Variation across settings and strategies. Topics in Language Disorders, 42(4), 319-335. DOI: 10.1097/TLD.0000000000000294
• Heuer, R. J. (1999). Psychology of intelligence analysis. Washington DC: Centre for the Study of Intelligence. Hiebert, E. M., Goodwin, A. P., & Cervetti, G. N. (2017). Core vocabulary: Its morphological content and presence in exemplar texts. Reading Research Quarterly, 53(1), 29–49.
• Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88. doi: 10.1016/j.dr.2005.11.002
• Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychologhy, 27(2), 236-248.
• Jöreskog, K. G., Olsson, U. H., & Wallentin, F. Y. (2016). Multivariate analysis with LISREL, Springer.
• Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51–68.
• Justice, L., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36(1), 17–32. https://doi.org/10.1044/0161-1461(2005/003)
• Kızıltaş, E. (2009). Okul öncesi eğitimde uygulanan aile katılım çalışmalarının 5-6 yaş grubu çocukların dil becerilerinin gelişimine etkisi (Yüksek lisans tezi). Atatürk Üniversitesi, Erzurum.
• Laufer, B. & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production, Applied Linguistics, 16(3), 307–322. DOI: https://doi.org/10.1093/applin/16.3.307
• Levelt, W.J.M. (2001). Spoken word production: A theory of lexical access. Proceedings of the National Academy of Sciences of the United States of America, 98(23), 13464-13471.
• Lipsky, M & Adelman, A (2015): Preschool Teachers’ Implementation of Vocabulary Strategies During Shared Reading: A Comparative Study, Early Education and Development, DOI: 10.1080/10409289.2015.1046785
• Liu, H. C. (2007). Developmentally appropriate beliefs and practices of public and private kindergarten teachers in the united states and Taiwan (Doctoral Thesis). University of North Texas. (UMI No: 3300961)
• Llach, P.A. & Gomez. A.B. (2007). Children’s characteristics in vocabulary acquisition and use in the written production. RESLA, 20, 9-26.
• Loftus, S., Coyne, M., McCoach, D. B., Zipoli, R., & Pullen, P. C. (2010). Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at risk for language and literacy difficulties. Learning Disabilities Research & Practice, 25(3), 124–136. https://doi.org/10.1111/j.1540-5826. 2010.00310.x
• Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A metaanalysis. Review of Educational Research, 80(3), 300–335. https://doi.org/10.3102/0034654310377087
• Mazzocco, M. M. M. (1997). Children’s interpretations of homonyms: A developmental study. Journal of Child Language, 24, 441–67.
• Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In P.D. Pearson, R. Barr (eds.), Handbook of reading research, Vol. 3. (p. 269-84). Erlbaum.
• Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: CUP.
• Nation, I. S. P. (2005). Teaching and learning vocabulary, in E. Hinkel (ed.), Handbook of research in second language teaching and learning (pp. 581-595). Erlbaum
• Nation, P. (2007). The Four Strands, Innovation in Language Learning and Teaching, 1(1) (2007) 2– 13. DOI: https://doi.org/10.2167/illt039.0
• Nemati, A. (2009). Memory Vocabulary Learning Strategies and Long-Term Retention. International Journal of Vocational and Technical Education, 1, 14-24. https://doi.org/10.4314/marang.v20i1.56821
• Neuman, S. B., Newman, E. H., & Dwyer, J. (2011). Educational effects of a vocabulary intervention on preschoolers' word knowledge and conceptual development: A cluster‐randomized trial. Reading Research Quarterly, 46(3), 249-272. https://doi.org/10.2307/41228653
• Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-k. Reading Teacher, 62, 384–392.
• Ordóñez, C. L., Carlo, M. S., Snow, C. E., & McLaughlin, B. (2002). Depth and Breadth of Vocabulary in Two Languages: Which Vocabulary Skills Transfer? Journal of Educational Psychology 94 (4), 719–728.
• Oxford, R. (2011). Teaching and Researching Language Learning Strategies. Pearson Education.
• Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Heinle & Heinle.
• Öğüt, A. (2018). İlkokul öğrencilerinin yazım hatalarının ve yazı okunaklılık düzeylerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Gaziantep Üniversitesi, Eğitim Bilimleri Enstitüsü: Gaziantep.
• Ölmez, F. (2014). A Comparison of Students’ and Teachers’ Perceptions on the Use and Instruction of Vocabulary Learning Strategies. Yüksek lisans tezi, Akdeniz Üniversitesi.
• Ölmez-Çağlar, F. & Saka, Ö. F. (2020). Perceived importance, use and instruction of vocabulary learning strategies from students’ and teachers’ perspectives. Bartın University Journal of Faculty of Education, 9(2), 200-216.
• Özkubat, S. & Ulutaş İ. (2018). The effect of the visual awareness education programme on the visual literacy of children aged 5-6. Educational Studies, 44 (3), 313–325. https://doi.org/10.1080/03055698.2017.1373632
• Phillips, B. M., Tabulda, G.Burris, P. W. Sedgwick, T. K. & Chen, S.(2016). Literate language intervention with high-need prekindergarten children: A randomized trial. Journal of Speech Language and Hearing Research, 59, 1409–1420.
• Poulin-Dubois, D., Graham, S., & Sippola, L. (1995). Early lexical development: The contribution of parental labelling and infants' categorization abilities. Journal of Child Language, 22(2), 325-343. https://doi.org/10.1017/S0305000900009818
• Rowe, M. L., Silverman, R. D., & Mullan, B. E. (2013). The role of pictures and gestures as nonverbal aids in preschoolers’ word learning in a novel language. Contemporary Educational Psychology, 38(2), 109-117. https://doi.org/10.1016/j.cedpsych.2012.12.001
• Sadighi, F., & Nourinezhad, S. (2018). The effects of pictorial mode on children’s learning of new L1 lexical items. Journal on English as a Foreign Language, 8(2), 189-201. https://doi.org/10.23971/JEFL.V8I2.757
• Sakallı, M., Hürsen, Ç., & Özçınar, Z. (2006). Öğretmen adaylarının gözlemlerine göre öğretmenlerin öğretim yöntemlerini kullanma sıklıkları. 6th International Educational Technology Conference: KKTC, Doğu Akdeniz Üniversitesi.
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research, 8(2), 23–74.
• Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: description, acquisition, and pedagogy (pp.199-228). Cambridge: Cambridge University Press.
• Schwartz, M., & Katzir, T. (2011). Depth of lexical knowledge among bilingual children: The impact of schooling. Reading and Writing, 25(8), 1947-1971.
• Sénéchal, M., Ouellette, G., & Rodney, D. (2006). The misunderstood giant: On the predictive role of early vocabulary to future reading. In D.K. Dickinson & S.B. Neuman (Eds.), Handbook of Early Literacy (pp. 173–182). Guilford.
• Senemoğlu, N. (2012). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya. Pegem Akademi. Silverman, R., & Crandell, J. D. (2010). Vocabulary practices in prekindergarten and kindergarten classrooms. Reading Research Quarterly, 45(3), 318-340.
• Slobin, D. I. (2004). The many ways to search for a frog: Linguistic typology and the expression of motion events. In Typological and contextual perspectives (pp. 219-257). Psychology Press.
• Snow, C. E., & Kim, Y. (2007). Large problem spaces: The challenge of vocabulary for English language learners. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary Acquisition: Implications for Reading Comprehension (pp. 123–139). Guilford Press.
• Stoffer, I. (1995). University Foreign Language Students’ Choice of Vocabulary Learning Strategies as Related to Individual Difference Variables. Unpublished Ph. D. Thesis, University of Alabama.
• Tudor, I. (2001). The dynamics of the language classroom. Cambridge University Press.
• van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook-sharing interventions. Psychology in the Schools, 45, 627–643. http://dx.doi.org/10.1002/pits.20314
• Varışoğlu, B., Şeref, İ., Gedik, M. ve Yılmaz, İ. (2013). Türkçe dersinde uygulanan eğitsel oyunlara yönelik tutum ölçeği: Geçerlilik ve güvenilirlik çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitü Dergisi, 1(11), 1059-1081.
• Vermeer, A. (2001). Coming to grips with lexical richness in spontaneous speech data. Language Testing, 17(1), 65–83.
• Waxman, S. R., & Markow, D. B. (1995). Words as invitations to form categories: Evidence from 12-to 13-month-old infants. Cognitive Psychology, 29(3), 257-302. https://doi.org/10.1006/cogp.1995.1016
• Wright, T. S., & Neuman, S. B. (2014). Paucity and disparity in kindergarten oral vocabulary instruction. Journal of Literacy Research, 46(3), 330-357. https://doi.org/10.1177/1086296X14551474
• Yeşilyurt, E. (2013). Öğretmenlerin öğretim yöntemlerini kullanma amaçları ve karşılaştıkları sorunlar. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 163-188.
• YÖK. (2021). YÖK dersleri platformu. https://yokdersleri.yok.gov.tr/ adresinden 2021 yılında erişilmiştir. Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30(4), 217-221. https://doi.org/10.1207/s15326985ep3004_8