You are here

Home » Content

İNGİLİZCE ÖĞRETMENLİĞİ 1. VE 4. SINIF ÖĞRENCİLERİNİN İKİNCİ DİLDE OKUDUĞUNU ANLAMA BECERİSİNDE ANA DİLDE OKUDUĞUNU ANLAMA, İKİNCİ DİLDEKİ SÖZCÜK VE DİLBİLGİSİNİN ETKİSİ

THE EFFECT OF L1 READING COMPREHENSION, L2 GRAMMAR AND VOCABULARY KNOWLEDGE ON L2 READING COMPREHENSION OF 1ST AND 4TH YEAR ELT STUDENTS

Journal Name:

  • Turkish Studies

Publication Year:

  • 2017
DOI: 
http://dx.doi.org/10.7827/TurkishStudies.12403

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Reading comprehension is one of the main language ability and some studies have proposed that it is the most important skill needed by L2 students for academic success (McDonough and Shaw, 1993; Ostler, 1980). Being such an important skill for academic success, L2 reading comprehension is profoundly affected by various factors such as L1 reading comprehension, L2 grammatical knowledge, L2 lexical knowledge, decoding, and etc. The aim of this study is to find out the contribution of L1 reading comprehension, L2 grammatical knowledge, and L2 lexical knowledge to L2 reading comprehension of Turkish 1st and 4th grade ELT students. 91 Turkish ELT students participated in the current study. 4 different standardized tests were applied to measure L2 reading comprehension, L1 reading comprehension, L2 grammatical knowledge, and L2 lexical knowledge levels of the participants. Correlation matrix and multiple regression analysis were conducted and the analysis showed that there is high positive and significant correlation between L2 reading comprehension and L2 vocabulary, L2 grammatical knowledge, and L1 reading comprehension of 1st grade ELT students respectively. Similarly, L2 vocabulary, L2 grammatical knowledge have positive and significant contribution to L2 reading comprehension of 4th grade ELT students while L1 reading comprehension does not have significant contribution to L2 reading comprehension of 4h grade ELT students. The current study has been conducted with Turkish students who are learning English as a second language. Therefore, the results might be limited to Turkish ELF learners and might not be generalized to other L1 contexts. The findings of the study have been discussed with reference to the literature and pedagogical implications have been suggested.
Bookmark/Search this post with
Abstract (Original Language): 
Bazı çalışmalar, yabancı dil öğrenmenin ana becerilerinden biri olan okuduğunu anlama becerisinin yabacı dildeki akademik başarıyı sağlamak için gerekli olan en önemli beceri olduğu görüşünü öne sürmektedirler (McDonough and Shaw, 1993; Ostler, 1980). Akademik başarı için bu kadar önemli olan yabancı dilde okuduğunu anlama becerisi, anadilde okuduğunu anlama, ikinci dildeki sözcük bilgisi, ikinci dilbilgisi, kodlama ve buna benzer birçok nedenden son derece etkilenmektedir. Bu çalışmanın amacı İngilizce Öğretmenliği 1. ve 4. 4ınıf öğrencilerinin anadilde okuduğunu anlama becerisinin, ikinci dildeki sözcük ve dilbilgisinin, ikinci dilde okuduğunu anlama becerisine katkısını ortaya çıkarmaktır. Bu çalışmaya 91 İngilizce Öğretmenliği öğrencisi katılmıştır. Katılımcıların ikinci dilde okuduğunu anlama, birinci dilde okuduğunu anlama, ikinci dil sözcük bilgisi ve dilbilgisini ölçmek için 4 farklı standart test uygulanmıştır. Test sonuçlarını korelasyon ve çoklu regresyon analizleri uygulanmış analizler sonunda 1. sınıf İngilizce öğretmenliği öğrencilerinin ikinci dilde okuduğunu anlama beceresine, sırasıyla ikinci dildeki sözcük bilgisi, ikinci dil dilbilgisi ve ana dilde okuduğunu anlama becerilerinin katkı sağladığı ortaya çıkmıştır. Bezer bir şekilde, 4. Sınıf öğrencilerinin ikinci dilde okuduğunu anlama becerisine ikinci dildeki sözcük bilgisi ve dilbilgisi katkı sağlarken, ana dilde okuduğunu anlama becerisinin katkısı olmamıştır. Bu çalışma İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerle gerçekleştirildiğinden, sonuçlar farklı ana dile sahip bağlamlara genellenemez.
FULL TEXT (PDF): 
PDF icon arastirmax-ingilizce-ogretmenligi-1-4-sinif-ogrencilerinin-ikinci-dilde-okudugunu-anlama-becerisinde-ana-dilde-okudugunu-anlama-ikinci-dildeki-sozcuk-dilbilgisinin-etkisi.pdf
  • 28
723
735
  • Turkish

REFERENCES

References: 

August, D., Calderón, M., & Carlo, M. (2002). Transfer of skills from Spanish to English: A study
of young learners. Washington, DC: Center for Applied Linguistics, 24, 148-158.
734 Samet TAŞÇI - Mehmet TUNAZ
Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/28
August, G. (2006). So, What's Behind Adult English Second Language Reading?. Bilingual Research
Journal, 30(2), 245-264.
Bernhardt, E.B., & Kamil, M. L. (1995). Interpreting relationships between L1 and L2 reading:
Consolidating the linguistic threshold and the linguistic interdependence hypothesis. Applied
Linguistics, 16(1), 15–33.
Brisbois, J. E. (1995). Connections between first-and second-language reading. Journal of Literacy
Research, 27(4), 565-584.
Carrell, P. (1991). Second language reading: Reading ability or language proficiency? Applied
Linguistics, 12, 159-179.
Cohen, A. D. (1995). In which language do/should multilinguals think?.Language, Culture and
Curriculum, 8(2), 99-113.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual
children. Review of Educational Research, 49(2), 222-251.
Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children.
In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70–89). Cambridge,
England: Cambridge University Press.
Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of
phonological awareness. Journal of educational psychology, 85(3), 453.
Durmuşçelebi, M. (2013). Ana dilde okuma becerilerinin ikinci dilde okumaya etkilerinin
incelenmesi, International Journal of Social Sciences, (6)4, 817-835.
Fitzgerald, J. (1995). English-as-a-second-language learners’ cognitive reading processes: A review
of research in the United States. Review of Educational research, 65(2), 145-190.
Geva, E. (2006). Second-language oral proficiency and second-language literacy. Developing
literacy in second-language learners: Report of the National Literacy Panel on Language-
Minority Children and Youth, 123-140.
Gömleksiz, M. N., Elaldı, Ş. (2011). Hazırlık sınıfı öğrencilerinin İngilizce okuma becerilerinin
değerlendirilmesi, Turkish Studies-International Periodical for the Languages, Literature,
and History of Turkish or Turkic, Volume 6/3, Summer 2011, p.233-257, ISSN: 1308-2140,
www.turkishstudies.net DOI: 10.7827/TurkishStudies.2851, ANKARA-TURKEY
Koda, K., & Zehler, A. M. (Eds.). (2007). Learning to read across languages: Cross-linguistic
relationships in first-and second-language literacy development. Routledge.
Landi, N., (2010). An examination of the relationship between reading comprehension, higher level
and lower level reading sub-skills in adults, Reading Writing, (23)6, 701-717.
Langer, J. A., L. Bartolome, O. Vasquez, and T. Lucas. 1990. Meaning Construction in School
Literacy Tasks: A Study of Bilingual Students. American Educational Research Journal, Vol.
27, No. 3, pp. 427–471.
Lee, J. 8c Schallert, DL (1997). The Relative contribution of L2 language proficiency and LI reading
ability to L2 reading performance: A test of the threshold hypothesis in an EFL
context. TESOL Quarterly, 31, 713-739.
Lervag, A., Aukrust, V. G. (2010). Vocabulary knowledge is a critical determinant of the difference
in reading comprehension growth between first and second language learners, Journal of
The Effect of L1 Reading Comprehension, L2 Grammar and Vocabulary… 735
Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/28
Child Psychology and Psychiatry 51(5), 612–620.
Oflaz, A., Bolat, H. (2012). Almanca öğreniminde ana dili ve İngilizce kaynaklı girişim hataları,
Turkish Studies-International Periodical for the Languages, Literature, and History of
Turkish or Turkic, Volume 7/1, Winter 2012, p.1635-1651, ISSN: 1308-2140,
www.turkishstudies.net DOI Number: 10.7827/TurkishStudies.2851, ANKARA-TURKEY
Ömür, F.(2009). İkinci yabancı dil öğrenirken ana dilden veya birinci yabancı dilden kaynaklanan
olumsuz aktarmalar, Turkish Studies-International Periodical for the Languages, Literature,
and History of Turkish or Turkic, Vol 4/3, Spring 2009, p.1662-1679, ISSN: 1308-2140,
www.turkishstudies.net DOI: http://dx.doi.org/10.7827/TurkishStudies.748, ANKARATURKEY
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How
psychological science informs the teaching of reading. Psychological science in the public
interest, 2(2), 31-74.
Snow, E. (1990). Rationales for native language instruction in the education of language minority
children: Evidence from research. In H. Padially, H. Fairchild, & C. Valadez (Eds.),
Bilingual education: Issues and strategies (pp. 60–74). Newbury Park, CA: Sage.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension.
Rand Corporation.
Uptown, A. T. (2001). The Role of First Language on Second Language Reading, Cambridge
University Press: Cambridge.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.

Thank you for copying data from http://www.arastirmax.com