Eylem Odaklı Yaklaşımın Hafif Düzey Özel Dil Öğrenme Güçlüğü Olan Öğrencilere İngilizce Öğretimine Etkisi

Hafif düzeyde özel dil öğrenme güçlüğü çeken öğrenciler, İngilizce dil edinimi süresince çok sayıda zorlukla karşılaşmaktadırlar ve engelli olmayan akranlarına kıyasla bağımsız dil yeterliliği elde etmek için önemli ölçüde daha uzun bir süreye ihtiyaç duymaktadırlar. Bu araştırmanın amacı, Hafif düzeyde Özel Dil Öğrenme Güçlüklerine sahip ortaokul öğrencilerine İngilizce öğretiminde Eylem Odaklı Bir Yaklaşım uygulamanın etkilerini analiz etmektir. Bu amaca ulaşmak için, uzmanlardan oluşan bir ekip tarafından geliştirilen Hafif Özel Dil Öğrenme Güçlüğüne sahip 15 kişilik bir öğrenci grubuna Eylem Odaklı Yaklaşımdan yararlanan bir eğitim programı uygulanmıştır. Araştırmada nicel veri toplama araçları olan dört ünite için Ünite Tabanlı Başarı Testleri ve Hafif Özel Dil Öğrenme Güçlüğü olan öğrencilere eğitim programı öncesinde ve sonrasında uygulanan Sınıf Gözlem Formları kullanılmıştır. Nicel veriler, SPSS 21 istatistik yazılımı ve R Programı versiyon 3.2.5 kullanılarak analize tabi tutulmuştur. Çalışmanın bulguları, hafif düzeyde konuşma ve dil öğrenme güçlüğü çeken bireylerin öğrenme ve edinme süreçlerinde gecikme sergilediğini göstermektedir. Bununla birlikte, uygun pedagojik yaklaşımlar ve metodolojiler kullanmak, hafif düzeyde konuşma ve dil öğrenme güçlüğü çeken öğrencilerin akranlarıyla orantılı bir öğrenme düzeyine ulaşmalarını sağlayabilmektedir. Ünite Tabanlı Başarı Testlerinin sonuçları, Çoklu İleri Seviye Öğrenme ve Dil Yetersizliği (MSLLD) olan öğrencilerin, normal gelişim gösteren akranlarına kıyasla akademik gelişimlerinde daha fazla ilerleme gösterebileceğini göstermektedir. Son olarak, araştırma bulguları, Eylem Odaklı Yaklaşımın, dili öğrenmede hafif düzeyde güçlük yaşayan öğrencilere İngilizce dil becerilerini öğretmede avantajlı olduğunu göstermektedir.

Anahtar Kelimeler:

Eylem-odaklı yaklaşım, hafif düzey özel dil öğrenme güçlüğü, dil öğrenme becerileri

The Impact Of Action- Oriented Approach On Teaching English To Students With Mild Specific Language Learning Difficulties

Students with mild specific language learning difficulties encounter numerous challenges when acquiring the English language, and require a significantly longer period of time to attain independent language proficiency compared to their non-disabled counterparts. The objective of this investigation is to analyze the impacts of implementing An Action-Oriented Approach in the instruction of English language to secondary school students who exhibit Mild Specific Language Learning Difficulties. In order to accomplish this objective, a training program utilizing the Action Oriented Approach was administered to a cohort of 15 students who exhibit Mild Specific Language Learning Difficulties, as developed by a team of experts. The study employed quantitative data collection instruments, namely Unit-based Achievement Tests for four units and Classroom Observation Forms administered to students with Mild Specific Language Learning Difficulties both prior to and following the training programme. The quantitative data were subjected to analysis using the SPSS 21 statistical software and R Program version 3.2.5. The findings of the study suggest that individuals with mild speech and language learning difficulties exhibit a delay in their learning progress. Nevertheless, employing suitable pedagogical approaches and methodologies can enable students with mild speech and language learning difficulties to achieve a level of learning commensurate with that of their peers. The results of Unit-based Achievement Tests indicate that students with Multiple Severe Learning and Language Disabilities (MSLLD) may exhibit greater progress in their academic development compared to their typically developing peers. Finally, the research findings suggest that the Action Oriented Approach is advantageous in instructing English language skills to students who experience minor challenges in learning the language. Keywords: action oriented approach, specific mild language learning difficulties, mixed research method, english teaching and learning, teacher training, language learning skills

Keywords:

action oriented approach, mild specific language learning diffculties, language learning skills,

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