Bilişsel Oyun Temelli Dil Gelişim Programının ana dili Türkçe olmayan okul öncesi dönem çocuklarının ikinci dil (Türkçe) edinimine etkisinin incelenmesi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, “Bilişsel Oyun Temelli Dil Gelişim Programı”nın ana dili Türkçe olmayan okul öncesi dönem çocuklarının ikinci dil (Türkçe) edinimine etkisini incelemek amacıyla gerçekleştirilmiştir. Araştırmanın bağımlı değişkeni okul öncesi dönem çocuklarının ikinci dil (Türkçe) edinimi, bu değişkene etkisi araştırılan bağımsız değişkeni ise Bilişsel Oyun Temelli Dil Gelişim Programı oluşturmaktadır. Araştırmada ön-test/son-test kontrol gruplu yarı deneysel model kullanılmıştır. Araştırmanın evrenini 2022-2023 eğitim öğretim yılında Mardin İl Milli Eğitim Müdürlüğü’ne bağlı okullar bünyesinde okul öncesi eğitimi alan ve ana dili Türkçe olmayan okul öncesi dönem çocukları oluşturmaktadır. Araştırmanın örneklemi ise seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme tekniğiyle seçilerek Mardin ili Dargeçit İlçe Milli Eğitim Müdürlüğü’ne bağlı iki köy okulunda okul öncesi eğitimi alan 22’si deneme grubunda, 22’si kontrol grubunda olmak üzere 44 adet çocuk oluşturmaktadır. Araştırmada veri toplamak amacıyla “Kişisel Bilgi Formu” ve çocukların alıcı dil yaşlarını ölçebilmek amacıyla “Peabody Resim Kelime Testi” kullanılmıştır. Uygulama sürecinde araştırmacı tarafından hazırlanan “Bilişsel Oyun Temelli Dil Gelişim Programı” deney grubundaki 22 çocuğa 10 hafta boyunca haftada dört gün 30 dakika olarak toplamda 20 saat uygulanmıştır. Kontrol grubunda ise sadece Okul Öncesi Eğitim Programı’na uygun hazırlanan etkinlikler uygulanmıştır. Kişisel Bilgi Formu ile toplanan çocuk ve ebeveynlerle ilgili veriler frekans ve yüzde değerleri kullanılarak sunulmuştur. Peabody Resim Kelime Testi ile elde edilen veriler SPPS paket programıyla analiz edilmiştir. Deney ve kontrol gruplarının parametrik testler için yeterli sayıda olduğu durumlarda, ikili karşılaştırmalarda Bağımsız Gruplar için t-Testi, grup içi ön test-son test karşılaştırmalarında Eşleşmiş Örneklemler t-Testi kullanılmıştır. Deney ve kontrol gruplarının parametrik testler için yeterli sayıda olmadığı durumlarda, ikili karşılaştırmalarda Mann-Whitney U Testi, alt boyutlar arasındaki ilişkileri incelemek için ise Pearson Korelasyon Analizi uygulanmıştır. Bütün analiz sonuçları için anlamlılık düzeyi p < .05 olarak belirlenmiştir. Veriler analiz edildiğinde “Bilişsel Oyun Temelli Dil Gelişim Programı” uygulanmadan önce deneme grubu çocuklarının ve kontrol grubu çocuklarının dil becerileri ön-test puan ortalamaları arasında anlamlı bir farklılaşma bulunmadığı belirlenmiştir. Deneme grubu çocuklarının dil becerileri son-test puan ortalamaları ile kontrol grubu çocuklarının dil becerileri son-test puan ortalamaları arasında anlamlı bir farklılaşma bulunmadığı tespit edilmiştir. Hem Bilişsel Oyun Temelli Dil Gelişim Programı uygulanan deneme grubu çocukların dil becerileri ön-test/son test puan ortalamaları arasında anlamlı bir farklılaşma hem de Okul Öncesi Eğitim Programı’na ilave bir eğitim uygulanmayan kontrol grubu çocuklarının dil becerileri ön-test/son-test puan ortalamaları arasında anlamlı bir farklılaşma saptanmıştır. Bilişsel Oyun Temelli Dil Gelişim Programı uygulanan deneme grubu çocuklarının dil becerileri son-test puan ortalamalarında okul öncesi eğitimi alma durumu, cinsiyet, anne ve baba eğitim durumu, ailenin ekonomik düzeyi, ebeveynlerin günlük rutinde kitap okuma durumuna göre anlamlı bir farklılaşma olmadığı ve çocukların dil becerileri son-test puan ortalamaları ile ebeveynlerin çocuklarına kitap okuma sıklığı arasındaki ilişkinin anlamsız olduğu tespit edilmiştir. Araştırma sonucunda deneme grubu çocuklarının ön test/son-test puan ortalamalarının, kontrol grubu çocuklarının dil becerileri ön-test/son-test puan ortalamalarından yüksek olması “Bilişsel Oyun Temelli Dil Gelişim Programı” ile açıklansa da programın ana dili Türkçe olmayan çocukların ikinci dil (Türkçe) edinimlerine istatistiksel olarak anlamlı bir etkisinin olmadığı sonucuna ulaşılmıştır.
This research was conducted to examine the effect of the “Cognitive Game-Based Language Development Program” (CGBLDP) on the second language (Turkish) acquisition of preschool children whose mother tongue was not Turkish. The dependent variable of the study was the second language (Turkish) acquisition of preschool children, and the independent variable, whose effect on the aforesaid variable was examined, was the CGBLDP. A quasi-experimental design with a pre-test/post-test control group was employed in the research. The study population was comprised of preschool children who received preschool education in schools affiliated with the Mardin Provincial Directorate of National Education in the 2022-2023 academic year and whose mother tongue was not Turkish. The study sample consisted of 44 children, 22 in the experimental group and 22 in the control group, who received preschool education in two village schools affiliated with the Mardin Dargeçit District Directorate of National Education. They were selected using the criterion sampling technique based on convenience sampling, one of the non-random sampling methods. In the study, the “Personal Information Form” was used to collect data, and the “Peabody Picture-Word Test” was used to measure the receptive language ages of children. During the intervention process, the CGBLDP which was prepared by the researcher, was applied to 22 children in the experimental group four days a week, 30 minutes a day, for 10 weeks, 20 hours in total. In the control group, only the activities prepared in compliance with the Preschool Education Program were applied. The data collected in relation to the children and parents with the Personal Information Form were presented using frequency and percentage values. The data acquired with the Peabody Picture-Word Test were analyzed with the SPPS packaged software. When the experimental and control groups were sufficient for parametric tests, the independent samples t-test was used for pairwise comparisons, and the paired samples t-test was used for intra group pretest-posttest comparisons. When the experimental and control groups were not sufficient for parametric tests, the Mann-Whitney U test was used for pairwise comparisons, and Pearson’s correlation analysis was applied to investigate the correlations between the subscales. The significance level was found to be p < .05 for all results. When the data were analyzed, it was revealed that there was no significant difference between the language skills pre-test mean scores of the children in the experimental group and the control group before the implementation of the CGBLDP. No significant difference was found between the language skills post-test mean scores of the children in the experimental group and the language skills post-test mean scores of the children in the control group. A significant difference was observed both between the language skills pre-test/post-test mean scores of the children in the experimental group, to whom the CGBLDP was applied, and between the language skills pre test/post-test mean scores of the children in the control group, who did not receive any training in addition to the Preschool Education Program. It was elucidated that there was no significant difference in the language skills post test mean scores of the children in the experimental group, who underwent the CGBLDP, according to their preschool education status, gender, parents' education level, economic level of the family, and parents' status of reading in daily routine, and the correlation between the language skills post-test mean scores of the children and the frequency of parents' reading to their children was insignificant. As a result of the study, the fact that the pre test/post-test mean scores of the children in the experimental group were higher than the language skills pre test/post-test mean scores of the children in the control group was explained by the “Cognitive Game-Based Language Development Program,” but it was concluded that the program did not have a statistically significant impact on the second language (Turkish) acquisition of children whose mother tongue was not Turkish.
This research was conducted to examine the effect of the “Cognitive Game-Based Language Development Program” (CGBLDP) on the second language (Turkish) acquisition of preschool children whose mother tongue was not Turkish. The dependent variable of the study was the second language (Turkish) acquisition of preschool children, and the independent variable, whose effect on the aforesaid variable was examined, was the CGBLDP. A quasi-experimental design with a pre-test/post-test control group was employed in the research. The study population was comprised of preschool children who received preschool education in schools affiliated with the Mardin Provincial Directorate of National Education in the 2022-2023 academic year and whose mother tongue was not Turkish. The study sample consisted of 44 children, 22 in the experimental group and 22 in the control group, who received preschool education in two village schools affiliated with the Mardin Dargeçit District Directorate of National Education. They were selected using the criterion sampling technique based on convenience sampling, one of the non-random sampling methods. In the study, the “Personal Information Form” was used to collect data, and the “Peabody Picture-Word Test” was used to measure the receptive language ages of children. During the intervention process, the CGBLDP which was prepared by the researcher, was applied to 22 children in the experimental group four days a week, 30 minutes a day, for 10 weeks, 20 hours in total. In the control group, only the activities prepared in compliance with the Preschool Education Program were applied. The data collected in relation to the children and parents with the Personal Information Form were presented using frequency and percentage values. The data acquired with the Peabody Picture-Word Test were analyzed with the SPPS packaged software. When the experimental and control groups were sufficient for parametric tests, the independent samples t-test was used for pairwise comparisons, and the paired samples t-test was used for intra group pretest-posttest comparisons. When the experimental and control groups were not sufficient for parametric tests, the Mann-Whitney U test was used for pairwise comparisons, and Pearson’s correlation analysis was applied to investigate the correlations between the subscales. The significance level was found to be p < .05 for all results. When the data were analyzed, it was revealed that there was no significant difference between the language skills pre-test mean scores of the children in the experimental group and the control group before the implementation of the CGBLDP. No significant difference was found between the language skills post-test mean scores of the children in the experimental group and the language skills post-test mean scores of the children in the control group. A significant difference was observed both between the language skills pre-test/post-test mean scores of the children in the experimental group, to whom the CGBLDP was applied, and between the language skills pre test/post-test mean scores of the children in the control group, who did not receive any training in addition to the Preschool Education Program. It was elucidated that there was no significant difference in the language skills post test mean scores of the children in the experimental group, who underwent the CGBLDP, according to their preschool education status, gender, parents' education level, economic level of the family, and parents' status of reading in daily routine, and the correlation between the language skills post-test mean scores of the children and the frequency of parents' reading to their children was insignificant. As a result of the study, the fact that the pre test/post-test mean scores of the children in the experimental group were higher than the language skills pre test/post-test mean scores of the children in the control group was explained by the “Cognitive Game-Based Language Development Program,” but it was concluded that the program did not have a statistically significant impact on the second language (Turkish) acquisition of children whose mother tongue was not Turkish.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Bilişsel Oyun, İkinci Dil, Ana Dil, Dil Gelişimi, Dil Edinimi, Cognitive Game, Second Language, Mother Tongue, Language Development, Language Acquisition
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Özlevent, Ş. B. N. (2023). Bilişsel Oyun Temelli Dil Gelişim Programının ana dili Türkçe olmayan okul öncesi dönem çocuklarının ikinci dil (Türkçe) edinimine etkisinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Temel Eğitim Anabilim Dalı, Konya.
