ÖĞRETMEN ADAYLARININ ÇOCUKLARA DİL ÖĞRETİMİ ALANINDA EĞİTİMİ

Çocuklara dil öğretiminin teorik bilgisinin değeri ve önemi göz önünde bulundurularak, TPRS (Okuma becerileri ve Hikâye Anlatımı ile Dil Öğretimi) yöntemine dayanan “Okuma ve Hikâye Anlatımı” tekniği kullanılarak, 30 öğretmen adayına 3 hafta süren yoğun bir çocuklara dil öğretimi eğitimi verilmiştir. Çalışma ön-son test esasına dayandırılarak, eğitimlerden önce ve hemen sonra katılımcılara farklı yaş grubundaki (5-8, 9-12, 13+) çocuklara dil öğretimi hakkında bildikleri, bu yaş gurubu çocukların öğrenme tercihleri ve kendilerinin hangi yaş grubuna dil öğretmeyi tercih ettikleri ve bu yaş çocuklarla çalışmanın zorlukları sorulmuştur. Ön test ve son test sonuçları kıyaslandığında, verilen eğitimlerin katılımcılar üzerindeki olumlu etkilerini görmek mümkün olmuştur. 

TRAINING TEACHER TRAINEES ON TEACHING YOUNG LEARNERS

Considering the importance of theoretical knowledge on teaching young learners, 30 pre-service English Language teachers were given a three-week intensive training on how to teach English to very young learners using ‘Reading and Storytelling’ technique, which is based on TPRS (Teaching Proficiency Through Reading and Storytelling). The study uses a pre-posttest technique and these 30 pre-service teachers were asked before and after the training what they know about the learning characteristics of different age groups (5-8, 9-12, 13+) and which age group they would prefer to teach and the challenges of teaching young learners. When the results of the pre and posttest are compared it is possible to see the positive effect of the training on the participants. 

Kaynakça

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