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EREK DİLDEKİ DİLBİLGİSİ KAVRAMLARININ ÖĞRETİMİNDE ANA DİL KULLANIMININ ÖĞRENCİ BAŞARISINA ETKİLERİ

THE EFFECTS OF L1 USE IN THE TEACHING OF L2 GRAMMAR CONCEPTS ON THE STUDENTS’ ACHIEVEMENT

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to indicate the effects of the use of L1 concepts in the teaching of the L2 grammar concepts on the students' achievement and the retention of their learning. For this reason, a language learning model, the L1-Assisted Language Learning (L1-ALL), was designed on the basis of the Minimalist Program as the theory of language along with Constructionism as the theory of learning. A pretest-posttest control group quasi-experimental design was used in this study. The research was performed with the intermediate students at the School of Foreign Languages (Dokuz Eylül University) in the Fall term of 2008-2009 Academic Year. During the course of the experiment, the control group was instructed monolingually, whereas the experimental group was instructed by making use of the grammar concepts in L1. According to the results of the study, there was a significant difference both between the posttest scores (p=0.041) and between the delayed posttest scores (p=0.002) of the two groups. Also, the difference between the delayed posttest-pretest mean scores (p=0.001) and the difference between the delayed posttest-posttest mean scores (p=0.039) were statistically significant in favour of the experimental group. In other words, the L1 -ALL practices are more effective than the monolingual teaching in increasing the achievement of English grammar, and the grammar instruction through the L1-ALL practices is more lasting than the monolingual teaching.
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Abstract (Original Language): 
Bu araştırmanın amacı, erek dildeki dilbilgisi kavramlarının öğretiminde ana dildeki kavramlardan yararlanılmasının öğrencilerin dilbilgisi başarısı ve öğrenmenin kalıcılığı üzerindeki etkilerini saptamaktır. Bu nedenle, dil kuramı olarak Minimalist Programı ve öğrenme kuramı olarak Yapılandırmacılığı temel alan bir dil öğrenme modeli, Anadil Destekli Dil Öğrenme (ADDÖ), tasarımlanmıştır. Bu araştırma öntest-sontest kontrol gruplu yarı-deneysel desenlidir. Araştırma 2008¬2009 Güz yarıyılında Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu'ndaki orta düzey öğrenciler ile yürütülmüştür. Deney süresince kontrol grubuna erek dildeki dilbilgisi kavramları tekdilli olarak öğretilirken deney grubuna ise ana dildeki kavramlardan yararlanılarak öğretilmiştir. Araştırmadan elde edilen sonuçlara göre, deney ve kontrol gruplarının sontest ortalama puanları arasında (p=0,041) ve izleme testi ortalama puanları arasında (p=0,002) anlamlı farklılık bulunurken deney ve kontrol gruplarının izleme testi-öntest ortalamaları (p=0,001) ile izleme testi-sontest ortalamaları (p=0,039) arasındaki farkın istatistiksel olarak anlamlı ve deney grubu lehine olduğu saptanmıştır. Bir başka deyişle, ADDÖ uygulamaları tekdilli öğretime göre İngilizce dilbilgisi başarısını arttırmada daha etkilidir ve ADDÖ ile gerçekleştirilen dilbilgisi öğretimi tekdilli öğretime göre daha kalıcıdır.
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