Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction

Seval BAYRAK, (Recep Tayyip Erdoğan University)
Adem SORUÇ (Sakarya University)
Sakarya University Journal of Education
11 1
Yıl: 2017 Cilt: 7 Sayı: 1 Sayfa Aralığı: 195 - 208 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction

Öz:
Bu çalışma, metinsel girdi geliştirme ve yapılandırılmış girdi alıştırmalarının İngilizce geniş zaman 3. tekil şahıs ekinin edinimine etkisini araştırmıştır. Deneysel çalışma, toplamda iki deney grubundan oluşmaktadır. Her bir deney grubuna bahsedilen alıştırma çeşitlerine ilişkin ayrı ayrı ikişer ders saati (toplamda 80 dakika) eğitim verilmiştir. Gruplara eğitimden bir hafta önce ön test, eğitimden bir gün sonra son test ve edinimin kalıcılığını ölçmek için dört hafta sonra geciktirilmiş son test uygulanmıştır. Katılımcılar ortaokul düzeyinde İngilizce'yi yabancı dil olarak öğrenen öğrenciler arasından seçilmiştir (n = 43). Testler hedef yapıyı kavramaya ve üretmeye yönelik iki farklı türde hazırlanmıştır. Araştırmanın sonuçlarına göre, her iki girditemelli öğretim yönteminin öğrenci başarısını hedef yapıyı kavrama düzeyinde olumlu yönde etkilediği, ancak üretme düzeyinde benzer etkiyi göstermediği bulunmuştur. Makale sonunda, sonuçlara yönelik genelde İngilizce öğretmenleri, özelde Türkiye'deki İngilizce öğretmenleri için bir dizi pedagojik önerilerde bulunulmaktadır. Bu çalışma sınırlı sayıda öğrenciyle yürütülmesine rağmen, sonuçlar İngilizce öğretmenlerinin girdi-temelli öğretim yöntemlerinin öğrenilmesi güç yapıların öğrenimini kolaylaştırmak amacıyla özellikle de çocuklara yabancı dil öğretiminde kullanabileceklerini önermektedir.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Girdi-temelli İki Farklı Öğretim Yönteminin İngilizce Dilbilgisi Öğretimine Etkileri: Metinsel Girdi Geliştirme ve Yapılandırılmış Girdi

Öz:
This study investigated comparative effectiveness of Textual Enhancement(TE) and Processing Instruction (PI) on the acquisition of English simple present tensethird person singular form by elementary level EFL young learners. To this end, 43seventh grade secondary school learners were conveniently selected for the studyand randomly distributed into two experimental groups: TE (n = 21), PI (n = 22). Eachgroup received different instructions (namely TE or PI) during two consecutive regularclassroom hours (80 minutes in total). The learners took a pretest one week beforethe instructions, an immediate posttest one day after the instructions, and finally adelayed posttest after four weeks. According to the results of an interpretation taskand two production tasks, both types of instructions helped the participants toincrease their performance on the interpretation task. However, the results fromproduction tasks showed that both input groups could not improve their productionscores as much as expected from the literature. Although the study was conductedwith limited number of students and without a control group, its results still suggestthat English language teachers can use input-based instruction to help especiallyyoung learners to comprehend notoriously difficult structures as in this study.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA BAYRAK S, SORUÇ A (2017). Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. , 195 - 208.
Chicago BAYRAK Seval,SORUÇ Adem Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. (2017): 195 - 208.
MLA BAYRAK Seval,SORUÇ Adem Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. , 2017, ss.195 - 208.
AMA BAYRAK S,SORUÇ A Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. . 2017; 195 - 208.
Vancouver BAYRAK S,SORUÇ A Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. . 2017; 195 - 208.
IEEE BAYRAK S,SORUÇ A "Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction." , ss.195 - 208, 2017.
ISNAD BAYRAK, Seval - SORUÇ, Adem. "Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction". (2017), 195-208.
APA BAYRAK S, SORUÇ A (2017). Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. Sakarya University Journal of Education, 7(1), 195 - 208.
Chicago BAYRAK Seval,SORUÇ Adem Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. Sakarya University Journal of Education 7, no.1 (2017): 195 - 208.
MLA BAYRAK Seval,SORUÇ Adem Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. Sakarya University Journal of Education, vol.7, no.1, 2017, ss.195 - 208.
AMA BAYRAK S,SORUÇ A Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. Sakarya University Journal of Education. 2017; 7(1): 195 - 208.
Vancouver BAYRAK S,SORUÇ A Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction. Sakarya University Journal of Education. 2017; 7(1): 195 - 208.
IEEE BAYRAK S,SORUÇ A "Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction." Sakarya University Journal of Education, 7, ss.195 - 208, 2017.
ISNAD BAYRAK, Seval - SORUÇ, Adem. "Comparative Effectiveness of Input-based Instructions on L2 Grammar Knowledge: Textual Enhancement and Processing Instruction". Sakarya University Journal of Education 7/1 (2017), 195-208.
Sayfa Oluşturulma Tarihi
23-04-2024 3:57

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