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Yabancı dil olarak İngilizce öğretilen sınıflarda yetişkinlerin bilinçli çalışmayı algılamaları

Adult learners’ perceptions of working with awareness in the EFL classroom

Journal Name:

  • Uluslararası İnsan Bilimleri Dergisi

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Language education for adults has traditionally proceeded from the assumption that the student is linguistically and communicatively aware, and furthermore, knows how to learn a language. Language teaching methodology and materials therefore concentrate upon the subject matter with no indication of the importance that awareness plays in either learning or communication. I first became conscious of this lack when I returned to the university to study a foreign language, and when I began to teach English as a foreign language in Mexico the issue became so pressing for me that I decided to undertake research to learn about other adult foreign language learners’ perceptions of whether explicitly working with awareness in the classroom might be beneficial to the language learning process. The research was conducted in eleven English as a foreign language classes at two universities in Mexico, with the ‘medium’ being an introductory course I wrote specifically for the learners I was working with. The course was designed with a general-to-specific (or top-down) methodology which began with awareness training and included suggestions throughout for learning-to-learn strategies. Results from the qualitative research as to the adult learners’ perceptions of these aspects of the course are discussed in this article, and clearly indicate that awareness training and such a teaching methodology help to fulfill genuine and pressing adult foreign language learner needs.
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Abstract (Original Language): 
Yetişkinler için dil eğitimi, öğrencinin dilsel ve iletişimsel bilinci olması ile birlikte bir dili nasıl öğrenmesini bilmesi varsayımdan geleneksel olarak ileri gelmiştir. Bu yüzden dil öğretim yöntemi ve araçları ne öğrenmede ne de iletişimde rol oynayan bilincin önemine dayanmaksızın asıl konu üzerinde yoğunlaşır. Bunun eksikliğini yabancı bir dil öğrenmek için üniversiteye döndüğümde ilk defa fark ettim. İngilizceyi Meksika'da yabancı bir dil olarak öğretmeye başladığımda bu konu benim için daha baskılayıcı bir hal aldı ki diğer yabancı dilleri öğrenen yetişkinlerin sınıf içindeki bilinçli çalışma algılayışları hakkında araştırma yapmaya karar verdim ve bunun yabancı dil öğrenme sürecinde faydalı olabileceğini düşündüm. Bu araştırma, Meksika da iki üniversitenin yabancı dil olarak İngilizce eğitim verdiği on bir sınıfta, birlikte çalıştığım öğrenenler için bizzat kendim hazırladığım bir giriş dersi ile uygulanmıştır. Bu ders, ayrımsama eğitimiyle başlayan ve öğrenmeyi-öğrenme stratejileri sürecinde tavsiyeler barından genelden özele sıralanmış bir dil öğretim yöntemiyle tasarlanmıştır. Bu makalede, yetişkin öğrenenlerin dersin bu yönlerini algılayışıyla ilgili nitelikli araştırmanın sonuçları ele alınmıştır. Ayrıca, ayrımsama eğitimi ve yukarıda bahsedilen öğretim yöntemi yabancı dil öğrenen yetişkinlerin ihtiyaçlarını tamamlamakta yardımcı olduğu belirtilmiştir.
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1682-1702
  • Turkish

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