Der einfluss der eingestuften texte im hinblick auf den Gemeinsamen Europäischen Referenzrahmen auf die einstellung, leistung, und permanenz des gelernten der fremdsprachenstudenten im leseunterricht
Yükleniyor...
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Die Türkei hat an dem Sokrates-Projekt mit der Entscheidung des Europarates (nummeriert 253/2000 / EG) am 24. Januar 2000 für gemeinsame Übungen in Europa teilgenommen. Fremdsprachenunterricht- bzw. zweite Fremdspracheununterrichtspraxis der europäischen Länder ist daher auch in der Türkei akzeptiert worden. Fremdsprachenunterricht in den europäischen Ländern wird entsprechend der Bildungspolitik von der „Abteilung für moderne Fremdsprachen des Europarates" vollzogen. Diese Abteilung, die einen gemeinsamen Standard, gemeinsame Kriterien und eine gemeinsame Fremdsprachenunterrichtspolitik in Europa entwickeln will, erstellt „Der Gemeinsame Europäische Referenzrahmen für Sprachen". Heute wird die Fremdsprachenunterrichtspolitik in allen europäischen Ländern auf der Grundlage dieses Rahmenprogramms durchgeführt. Dieses Bewertungssystem baut sich auf Niveaus (A1, A2 (Anfänger), B1, B2 (Mittelstufe) und C1, C2 (Fortgeschrittene)) auf. Mit dieser Regelung werden fremdsprachige Schulungsmaterialien dementsprechend vorbereitet. Gemeinsamer Europäischer Referenzrahmen (GER) bietet diese Einstufung nicht nur als einzelne Sprachen, sondern auch als einzelne Fertigkeiten wie Lesen, Schreiben, Hören und Sprechen. Man kann durch den Referenzrahmen die Sprachkenntnisse mit dem internationalen Standard festlegen. Und die bestätigten Sprachkenntnisse können in allen Ländern Europas anerkannt werden. Dadurch werden Sprachkenntnisse objektiv messbar, international vergleichbar und bieten die Möglichkeit, Wettbewerber aus unterschiedlichen Ländern miteinander zu vergleichen. Die Sprachniveaus des GER wurden für jede aller Sprachfertigkeiten reguliert. Diese Regulierung spiegelt sich im Lesebereich bzw. Lesetexte wider. Weil GER bei der Sprachlehre die gemeinsamen Kriterien geschafft hat, orientieren sich alle Fremdsprachen als Ausgangspunkt an diesen Kriterien. Die Aneignung der gemeinsamen Kriterien bei der Fremdsprache hat ermöglicht, die Verschwendung von viel Zeit, Energie, Geld bei der Einstufung der Texte und die Unangemessenheit der Textinhalte, -struktur und -themen für die Fremdsprachenleser zu beheben. In dieser Forschung wurde darauf abgezielt, den Beitrag der gemäß den vom Europäischen Rat festgelegten Niveaus klassifizierten Texte und der nach der traditionellen Methode ausgewählten Texte zu Leistungen der Sprachlernenden und Permanenz des Gelernten, quantitativ zu bestimmen und mit den Studentenmeinungen zu unterstützen. Zu diesem Zweck nahmen 44 Studierende (darunter 22 Männer und 22 Frauen), die an der Necmettin-Erbakan-Universität, Deutsch auf Lehramt studieren, an dieser Studie teil. Ein 8-wöchiger Leistungstest wurde angewendet, um die Änderungen an den Studentenleistungen nach dem 8-wöchigen Seminar zu messen. Um die Permanenz des Gelernten zu messen, wurde nach 21 Tagen erneut ein Leistungstest durchgeführt. Das gemischte Modell von ANOVA wurde für die Datenanalyse im Analyseprogramm R verwendet. Dem Forschungsergebnis bzw. dem vörzögerten Nachtest zufolge zeigt die Versuchsgruppe einen signifikanten Unterschied im Zeitverlauf von der Kontrollgruppe. Mit anderen Wörtern haben die eingestuften Texte einen grossen Beitrag zur Speciherung der neu Gelernten im Gedächtnis. So können die eingestuften Texte als wichtige Lesematerialien im fremdsprachlichen Leseunterricht bezeichnet werden.
Turkey participated in the Socrates project with the Council of Europe Decision (numbered 253/2000 / EC) on 24 January 2000 for common exercises in Europe. Foreign language teaching and second foreign language teaching practice in European countries have been accepted in Turkey too. Foreign language teaching in European countries is carried out regarding the educational policy of the "Department of Modern Languages of the Council of Europe". This unit, which seeks to develop a common standard, common criteria and a common foreign language teaching policy in Europe, prepares "The Common European Framework of Reference for Languages". Today, foreign language teaching policy is implemented in all European countries on the basis of this framework.. This rating system is built on levels A1, A2 (basic user), B1, B2 (independent user) and C1, C2 (proficient user). With this regulation, foreign language training materials are prepared accordingly. Students should acquire four basic skills (reading, writing, listening and speaking) to master a foreign language well. The acquisition of these four basic skills takes place through their integration and interdependence. The development of the speech act first requires the development of listening comprehension. And improving listening comprehension depends on speaking ability. Likewise, the development of writing and reading skills also takes place in interaction with each other. On the whole, the combination of these four skills leads to mastering a foreign language. There are many studies that have the purpose to teach effectively a foreign language regarding the four skills. But most of these studies are in English. Each language has its own reading strategies, as well as its own teaching and learning strategies. So far, only a limited number of researches on reading in German exist in Turkey. Moreover, almost half of this research is theoretical. Today, reading proves to be an indispensable part of human life. By reading one can think better, on the other hand, one can learn to form criticism and to accept criticism. Reading is a process in which the signs and symbols are perceived by the eyes and ears, interpreted by the brain in an interpretive way. Through reading, people can reach different sources of new information, events and experiences. Therefore, this competence includes learning, analysis and interpretation. Because reading is so important when learning a foreign language, the students at the German Language Teaching Program receive two years of "reading skills" and "extended reading and writing skills" seminars. So reading is one of the most important parts of the curriculum. Students take part in reading lessons for a total of 4 semesters, but the reading comprehension level of the students is not satisfactory. Therefore this study is aimed to focus on improving students' reading skills. Considering that it can contribute to the development of reading skills, levelled texts prepared within the context of common European framework for languages were used as research material. The contribution of the Texts which were processed according to the levels determined by European Council, on Achievement, and Retention of Language learners in German reading lessons, was intended to measure compared to the texts handled with traditional method quantitatively and to be supported with the students' views. In accordance with this purpose, 44 students (including 22 males and 22 females), who are enrolled in the Department of Foreign Language Teaching of the University of Necmettin Erbakan, participated in this study. An 8-week course success test was applied to measure the change in students' performance after the 8-week course. In order to measure the permanence of the information, a retention test was performed again after 21 days. Mixed model ANOVA was used for data analysis in Analysis program R. According to the result of the research, the experimental group made a significant difference over time compared to the control group.
Turkey participated in the Socrates project with the Council of Europe Decision (numbered 253/2000 / EC) on 24 January 2000 for common exercises in Europe. Foreign language teaching and second foreign language teaching practice in European countries have been accepted in Turkey too. Foreign language teaching in European countries is carried out regarding the educational policy of the "Department of Modern Languages of the Council of Europe". This unit, which seeks to develop a common standard, common criteria and a common foreign language teaching policy in Europe, prepares "The Common European Framework of Reference for Languages". Today, foreign language teaching policy is implemented in all European countries on the basis of this framework.. This rating system is built on levels A1, A2 (basic user), B1, B2 (independent user) and C1, C2 (proficient user). With this regulation, foreign language training materials are prepared accordingly. Students should acquire four basic skills (reading, writing, listening and speaking) to master a foreign language well. The acquisition of these four basic skills takes place through their integration and interdependence. The development of the speech act first requires the development of listening comprehension. And improving listening comprehension depends on speaking ability. Likewise, the development of writing and reading skills also takes place in interaction with each other. On the whole, the combination of these four skills leads to mastering a foreign language. There are many studies that have the purpose to teach effectively a foreign language regarding the four skills. But most of these studies are in English. Each language has its own reading strategies, as well as its own teaching and learning strategies. So far, only a limited number of researches on reading in German exist in Turkey. Moreover, almost half of this research is theoretical. Today, reading proves to be an indispensable part of human life. By reading one can think better, on the other hand, one can learn to form criticism and to accept criticism. Reading is a process in which the signs and symbols are perceived by the eyes and ears, interpreted by the brain in an interpretive way. Through reading, people can reach different sources of new information, events and experiences. Therefore, this competence includes learning, analysis and interpretation. Because reading is so important when learning a foreign language, the students at the German Language Teaching Program receive two years of "reading skills" and "extended reading and writing skills" seminars. So reading is one of the most important parts of the curriculum. Students take part in reading lessons for a total of 4 semesters, but the reading comprehension level of the students is not satisfactory. Therefore this study is aimed to focus on improving students' reading skills. Considering that it can contribute to the development of reading skills, levelled texts prepared within the context of common European framework for languages were used as research material. The contribution of the Texts which were processed according to the levels determined by European Council, on Achievement, and Retention of Language learners in German reading lessons, was intended to measure compared to the texts handled with traditional method quantitatively and to be supported with the students' views. In accordance with this purpose, 44 students (including 22 males and 22 females), who are enrolled in the Department of Foreign Language Teaching of the University of Necmettin Erbakan, participated in this study. An 8-week course success test was applied to measure the change in students' performance after the 8-week course. In order to measure the permanence of the information, a retention test was performed again after 21 days. Mixed model ANOVA was used for data analysis in Analysis program R. According to the result of the research, the experimental group made a significant difference over time compared to the control group.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Eingestufte Texte, Gemeinsamer Europäischer Referenzrahmen, Leseverständniss, Leistungstest, Common European Framework of References for Languages, Leveled Texts, Reading Comprehension, Success Text
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Arslan Çavuşoğlu, A. (2020). Der einfluss der eingestuften texte im hinblick auf den Gemeinsamen Europäischen Referenzrahmen auf die einstellung, leistung, und permanenz des gelernten der fremdsprachenstudenten im leseunterricht. (Yayınlanmamış Doktora Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Yabancı Diller Eğitimi Anabilim Dalı, Konya.
