The effects of contextual inferencing strategy training on students' achievement in and attitudes towards reading
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Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, bağlamsal sözcük çıkarım stratejileri üzerine yapılan eğitimin öğrencilerin okumaya yönelik tutumlarına ve okuma becerilerindeki başarılarına olan etkisini ayrıntılı bir şekilde inceleyen bir araştırmadan oluşmaktadır. Çalışmanın amacı, bağlamsal sözcük çıkarım stratejilerinin İngiliz dili eğitimine yararlılığı konusunda daha fazla bilgiye ulaşmaktır. Bu araştırma, İngilizcesi orta düzeyde olan Türk öğrencilerinin hem nitel hem de nicel verilerinin incelendiği deneysel bir çalışmadan oluşmaktadır. Bu çalışma, 60 tane orta seviyede İngilizce bilen öğrencilerin katılımıyla Selçuk Üniversitesi Yabancı Diller Yüksekokulu'nda gerçekleştirildi. Bu öğrenciler her bir grupta 30'ar katılımcı olacak şekilde deney ve kontrol grupları olarak iki gruba ayrıldılar. Bu çalışmada veriler, ön anket ve son anket olarak uygulanan anket formları, ön-test, son-test ve bütünleme testlerinden oluşan başarı testleri; ve iki aşamada gerçekleşen ön görüşme ve son görüşme uygulamaları aracılığıyla toplanmıştır. Ön anket, ön test ve ön görüşmelerden elde edilen veriler, katılımcıların bilinmeyen kelimelere ve okuma becerilerine karşı tutumlarının yanı sıra okuma becerisindeki başarıları hakkında da bilgi vermiştir. Altı hafta süren bağlamsal sözcük çıkarım stratejileri üzerine verilen eğitimden ve iki haftalık aradan sonra, son anket olarak verilen aynı anket formları, öğrencilere vize okuma sınavlarından oluşan son testlerle bütünleme testleri ve son görüşmeler de uygulanmıştır. Bağlamsal sözcük çıkarım stratejileri eğitim materyalleri de eğitim sürecinde kullanılıp bu materyalleri sadece deneysel öğrenci grubu kullanmıştır. Çünkü deneysel öğrenci grubunun nitel ve nicel veri sonuçlarının bu alanda eğitim almayan kontrol grubu öğrencilerinin verileriyle karşılaştırılması amaçlanıyordu. Strateji eğitimi verilmeden önce, öğrencilerin tutum ve başarılarına dair eğitim öncesi verileri, öğrencilerin okuma parçalarında bulunan bilinmeyen kelimelere karşı olumsuz tutumlar sergilediklerini ve bu durumun onların okumaya karşı tutumlarını da olumsuz etkilediğini göstermiştir. Bağlamsal sözcük çıkarım stratejileri eğitiminden sonra, öğrencilerin bilinmeyen kelimelere ve okuma becerisine karşı tutumları olumlu etkilenip okuma testlerinde de bir miktar ilerleme kaydettikleri gözlenmiştir. Sonuç olarak, bağlamsal sözcük çıkarım stratejileri eğitimi öğrencilerin okumaya karşı tutumları üzerinde olumlu bir etki yaratmış ve okuma başarılarında da bir miktar ilerleme sağlamıştır.
This study is a detailed analysis that examined the effects of contextual inferencing strategies training on students' attitudes towards reading and their achievement in reading skill. The aim of the study is to reach more information on the point of the usefulness of contextual inferencing strategies in EFL education. This research is formed of an experimental study in which both qualitative and quantitative data of pre-intermediate level Turkish EFL students were investigated. The study was carried out at Selçuk University the School of Foreign Languages with the participation of 60 pre-intermediate level EFL learners. These learners were divided into two groups of students forming of 30 students as the experimental group and 30 students as the control group. In this study, data were collected through questionnaires applied as pre-questionnaires and post questionnaires, achievement tests forming of pre-test exam; midterm reading exam as post-test and delayed-post test; and interviews in two phases: pre- and post- treatment. Data from the pre-questionnaire, pre-test and pre-interviews gave information about the participants' attitudes towards unknown words and reading in addition to their achievement in reading skill. After six weeks of training on contextual inferencing strategies and two weeks of interval, the same questionnaire as post-questionnaire, mid-term reading exams of the students as a post-test in addition to delayed-post test and post-interviews were carried out. Strategy training materials on contextual inferencing were used during the training process, and only the experimental group of students used these materials, as their qualitative and quantitative data results were compared to the control group of learners' results who had no education on the field. Before strategy training, the students' pre-training data of their attitude and achievement indicated that students had negative attitudes towards unknown words in reading texts that also negatively affected their attitudes towards reading. After the strategy training on contextual inferencing, the students' attitudes towards unknown words and reading skill were positively affected in addition to the fact that they made progress in reading achievement tests to an extent. To sum up, training of contextual inferencing strategies had a positive effect on the students' attitudes towards reading and provided some progress in their achievement in reading.
This study is a detailed analysis that examined the effects of contextual inferencing strategies training on students' attitudes towards reading and their achievement in reading skill. The aim of the study is to reach more information on the point of the usefulness of contextual inferencing strategies in EFL education. This research is formed of an experimental study in which both qualitative and quantitative data of pre-intermediate level Turkish EFL students were investigated. The study was carried out at Selçuk University the School of Foreign Languages with the participation of 60 pre-intermediate level EFL learners. These learners were divided into two groups of students forming of 30 students as the experimental group and 30 students as the control group. In this study, data were collected through questionnaires applied as pre-questionnaires and post questionnaires, achievement tests forming of pre-test exam; midterm reading exam as post-test and delayed-post test; and interviews in two phases: pre- and post- treatment. Data from the pre-questionnaire, pre-test and pre-interviews gave information about the participants' attitudes towards unknown words and reading in addition to their achievement in reading skill. After six weeks of training on contextual inferencing strategies and two weeks of interval, the same questionnaire as post-questionnaire, mid-term reading exams of the students as a post-test in addition to delayed-post test and post-interviews were carried out. Strategy training materials on contextual inferencing were used during the training process, and only the experimental group of students used these materials, as their qualitative and quantitative data results were compared to the control group of learners' results who had no education on the field. Before strategy training, the students' pre-training data of their attitude and achievement indicated that students had negative attitudes towards unknown words in reading texts that also negatively affected their attitudes towards reading. After the strategy training on contextual inferencing, the students' attitudes towards unknown words and reading skill were positively affected in addition to the fact that they made progress in reading achievement tests to an extent. To sum up, training of contextual inferencing strategies had a positive effect on the students' attitudes towards reading and provided some progress in their achievement in reading.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Okumada başarı, okumaya yönelik tutumlar, bağlamsal sözcük çıkarım stratejileri, okuma becerisi, bilinmeyen kelimeler, Achievement in reading, attitudes towards reading, contextual inferencing strategies, reading skill, unknown words
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Koçak Ünsal, E. (2020). The effects of contextual inferencing strategy training on students' achievement in and attitudes towards reading. (Yayınlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Yabancı Diller Eğitimi Anabilim Dalı, Konya.
