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CRITICAL READING IN EFL IN TURKISH HIGH SCHOOL CONTEXT

TÜRKİYE LİSE EĞİTİMİ BAĞLAMINDA YABANCI DİL OLARAK İNGİLİZCE EĞİTİMİNDE ELEŞTİREL OKUMA

Journal Name:

  • International Journal of Language Academy

Publication Year:

  • 2014

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
This paper is based on the arguments of critical discourse analysis, critical literacies and critical language awareness, which argue that discourse is a social process and that it is inherently ideological. Unless challenged, discourses will be shaped by and shape social realities. Therefore, the social aspect of language should not be ignored in literacy education and in teaching a foreign/second language. Studies also show that raising critical language awareness is closely related to people’s identities and belief systems; therefore, it is often met with resistance from the students. Sharing the principles of critical language awareness, this study seeks to find out the impact of a critical reading course in the Turkish high school context, looking closely at the students’ approach to written texts and any resistance from the students as a result of the course. This study was an action research project, in which data was collected through questionnaires, interviews, and a repeated reading activity, which entailed asking the students to read the same text at the beginning and end of the course to see any changes in their approach to written texts. Findings show an increase in recognition of reading as a social process and the effect of the choice of lexicogrammatical structures in written texts. In addition, findings suggest an increase in students’ motivation for the reading course, although, at the same time, student resistance to the critical reading course due to concerns over a centralised exam was observed.
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Abstract (Original Language): 
Bu çalışma, söylemin sosyal bir süreç olduğunu ve doğası gereği ideolojik olduğunu ileri süren eleştirel söylem analizi, eleştirel okur yazarlık ve eleştirel dil farkındalığı alanlarında yapılan çalışmaları temel alarak yapılmıştır. Sorgulanmadığı taktirde söylem sosyal gerçeklik tarafından şekillenecek ve sosyal gerçekliği şekillendirecektir. Bu nedenle, dilin sosyal boyutu okur yazarlık ve ikinci/ yabancı dil eğitiminde göz ardı edilmemelidir. Yapılmış olan çalışmalar eleştirel dil farkındalığı yaratmanın, kişilerin kimlikleri ve inanç sistemleri ile yakın bağlantısı olduğunu ve bu nedenle sıklıkla öğrenciler tarafından direnç ile karşılandığını göstermektedir. Eleştirel dil farklındalığının temel ilkelerini paylaşan bu çalışmada, Türkiye’de lise bağlamında, özellikle öğrencilerin yazılı metinlere yaklaşımı ve derse öğrencilerden gelecek olası bir direnç odağında, eleştirel okuma dersinin etkilerine bakılmıştır. Bu çalışmada eylem araştırması kullanılmıştır. Anket, röportaj ve öğrencilerin eleştirel okuma dersleri başlamadan ve bittikten sonra aynı metni okumalarıyla yapılmış olan tekrarlanan okuma etkinliği ile veri toplanmıştır. Bulgular öğrencilerde okumanın sosyal bir süreç olduğuna ve yazılı metinlerdeki sözcükdilbilgisi yapılarının seçimlerinin etkisine dair farkındalığın arttığını göstermektedir. Buna ek olarak bulgular öğrencilerin okuma dersleri için motivasyonlarında artış ve aynı zamanda eleştirel okuma dersine merkezi bir sınav nedeniyle direnç olduğunu göstermektedir.
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