İngilizceyi Yabancı Dil Olarak Öğrenen Üniversite Seviyesindeki Türk Öğrencilerin Kelime Dağarcığı ve Bu Bilginin Okuduğunu Anlama ve Dinlediğini Anlama Becerileri Üzerine Etkisi

Bu çalışmada İngilizceyi yabancı dil olarak öğrenen üniversite seviyesindeki Türk öğrencilerin kelime dağarcığı ile okuma ve dinleme becerileri arasındaki ilişki incelenmiştir. Rastgele seçilmiş 60 İngiliz Dili Eğitimi hazırlık programı öğrencisi çalışmaya katılmıştır. Katılımcıların kelime dağarcığı Nation ve Beglar’ın kelime dağarcığı testi ile ölçülmüş ve İngilizce’ deki 5785 kelime ailesine hâkim olduklarını sonucuna ulaşılmıştır. Eğitim dili İngilizce olan üniversitelerde öğrenim gören ana dili İngilizce olmayan öğrencilerin yaklaşık 5000-6000 kelime ailesine hâkim olması gerektiğinden, bu sonuç Türk öğrencilerin bu standarttı karşıladığı şeklinde yorumlanabilir. Korelasyon ve regresyon analizleri İngilizceyi yabancı dil olarak öğrenen üniversite seviyesindeki Türk öğrencilerin kelime dağarcıkları ile okuma becerileri arasında kuvvetli bir ilişki olduğunu ancak dinleme becerileri ile ılımlı bir ilişki olduğunu ortaya koymuştur. Daha önce yapılan çalışmaların sonuçları ile benzerlik gösteren bu sonuçlar yabancı dil öğrenmede kelime bilgisinin önemi ile ilişkilendirilerek tartışılmış ve bazı eğitim öğretim önerileri sunulmuştur.

Vocabulary size of Turkish EFL learners at the tertiary level and its’ impact on their reading and listening comprehension

This study explores the relationship between vocabulary size of the Turkish EFL learners at the tertiary level and their reading and listening comprehension abilities. 60 randomly selected Turkish EFL learners enrolled in the ELT preparatory program participated in the study. The participants’ vocabulary size, which was measured by Nation and Beglar’s Vocabulary Size Test, found 5,785-word families in English. This result can be interpreted as meeting the standards of vocabulary size for undergraduate non-native students enrolled in an EMI university as they are required to have vocabulary knowledge of approximately 5000-6000-word families in English. The correlation and regression analysis processes revealed that there was a strong relationship between EFL learners’ vocabulary size and reading skills and a moderate correlation was obtained between vocabulary size and listening comprehension. The results, which were in parallel with the previous research findings, were discussed regarding the importance of vocabulary in foreign language learning and some pedagogical suggestions were provided.

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