Metin Temelli Dil Bilgisi Öğretim Yönteminin Hazırlıksız Konuşma Becerisine Etkisi (8. Sınıf Kız Öğrenciler Örneği)
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt University
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Metin temelli dil bilgisi öğretimi, ana dilin kullanım alanlarından, metinlerden, hareket ederek dil bilgisi kurallarını anlamlı bir bütün halinde sezdirmeye dayanan bir yaklaşımdır. Bu yaklaşımla öğrencilere dil bilgisi kurallarını ezberletmek yerine yazılı ve sözlü metinlerdeki örnekleri hissettirilir ve diğer dil becerilerinin gelişmesine katkı sağlayan bir dil bilgisi öğretimi yapılmış olur. Bu çalışmada metin temelli dil bilgisi öğretim yönteminin hazırlıksız konuşma becerisine etkisi araştırılmıştır. Çalışmada nicel yöntemlerden biri olan ön test-son test kontrol gruplu yarı deneysel desen kullanılmış ve araştırma Mersin ili, Akdeniz ilçesindeki Akdeniz İmam Hatip Ortaokulu 8. sınıf kız öğrencileri üzerinde yapılmıştır. Araştırmada veriler, araştırmacı tarafından geliştirilen ve güvenirliği araştırma sırasında kanıtlanmış olan "Konuşma Becerisi Gözlem Formu" ile toplanmış ve SPSS 20 paket programına aktarılmıştır. Araştırma verileri üzerinde tek faktör üzerine tekrar eden ölçümler için iki faktörlü ANOVA analizleri yapılmıştır. Çalışma sonunda, metin temelli dil bilgisi öğretim yönteminin, öğrencilerin konuşma becerisini geliştirmede geleneksel yöntemlere göre daha etkili olduğu görülmüştür.
Text-based grammar teaching is an approach based on making students intuit grammar rules as a meaningful whole by moving from the areas of use of the mother tongue, texts. With this approach, instead of making students memorize grammar rules, they are made to feel the examples in written and oral texts and grammar teaching that contributes to the development of other language skills is done. In this study, the effect of text-based grammar teaching method on unprepared speaking skills was investigated. A quasi-experimental design with pretest-posttest control group, which is one of the quantitative methods, was used in the study and the research was conducted on 8th grade female students of Akdeniz Imam Hatip Secondary School in Akdeniz district of Mersin province. The data were collected with the "Speaking Skill Observation Form" developed by the researcher, the reliability of which was proven during the research, and transferred to the SPSS 20 package program. Two-factor ANOVA analyses were conducted on the research data for repeated measures on a single factor. At the end of the study, it was seen that text-based grammar teaching method was more effective than traditional methods in improving students' speaking skills.
Text-based grammar teaching is an approach based on making students intuit grammar rules as a meaningful whole by moving from the areas of use of the mother tongue, texts. With this approach, instead of making students memorize grammar rules, they are made to feel the examples in written and oral texts and grammar teaching that contributes to the development of other language skills is done. In this study, the effect of text-based grammar teaching method on unprepared speaking skills was investigated. A quasi-experimental design with pretest-posttest control group, which is one of the quantitative methods, was used in the study and the research was conducted on 8th grade female students of Akdeniz Imam Hatip Secondary School in Akdeniz district of Mersin province. The data were collected with the "Speaking Skill Observation Form" developed by the researcher, the reliability of which was proven during the research, and transferred to the SPSS 20 package program. Two-factor ANOVA analyses were conducted on the research data for repeated measures on a single factor. At the end of the study, it was seen that text-based grammar teaching method was more effective than traditional methods in improving students' speaking skills.
Açıklama
Anahtar Kelimeler
Other Fields of Education, Alan Eğitimleri
Kaynak
Bayburt Eğitim Fakültesi Dergisi
Bayburt Eğitim Fakültesi Dergisi
Bayburt Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
18
Sayı
39
