Okuma ve Kelime Bilgisi Öğretimi için The Mark on the Wall adlı Eserin İngilizce Dersinde Kullanımı

Edebiyatın öğrencilerde ilgi ve merak uyandırıp öğrenmelerine ilham verdiği düşünüldüğünde dil eğitiminde yadsınamaz bir etkisi olduğu açıktır. Bu gerçeği dikkate alarak, öğrencilere kısa öykü üzerinde eleştirel incelemeler yapma fırsatı sunan aynı zamanda kelime ve okuma becerisine ağırlık veren bir ders planı geliştirilmiştir. Bu amaçla, İngiliz edebiyatının en önemli eserlerinden biri olan Virginia Woolf’un The Mark on the Wall adlı kısa öyküsü ‘yaygın okuma’ kaynağı olarak plana dâhil edilmiştir. Plan, yapılandırmacılık kuramı ve eklektik yöntem ışığında tasarlanmıştır. Bu program, yabancı diller yüksekokulunda, bir yıl zorunlu hazırlık eğitimi alan 17 yaş ya da üzerindeki İngiliz Edebiyatı bölümü öğrencilerine ileri seviyede İngilizce dersi veren öğretim görevlileri için hazırlanmıştır. Dolayısıyla, çalışmanın geliştirilmesindeki asıl sebep, akademik personele pratik ve kolaylıkla uyarlanabilen üç saatlik yoğun bir ders programı sunmaktır. Böylelikle, dil öğretim tekniklerine dayalı bu ders planını, öğretim görevlileri detaylı hazırlık yapmadan derste direkt uygulayabileceklerdir. Örnek planın ardından gelecek çalışmalara yön verecek tavsiyelere de yer verilmiştir.

Integrating The Mark on the Wall into an EFL Lesson to Teach Reading and Vocabulary

As the literature strikes interest and arouses the curiosity of learners, it is widely acknowledged that it has an undeniable impact on language education. In this sense, a lesson plan was developed focusing on the reading skill and vocabulary, and aimed at getting learners to discuss and make a critical analysis of a story. Accordingly, Virginia Woolf's one of the well-known short stories, ‘The Mark on the Wall’ was incorporated into the plan as an extensive reading resource. In light of constructivism theory and eclectic method, this plan was designed for the instructors teaching English to learners enrolled in the English philology department and taking one-year compulsory preparatory education at schools of foreign languages. As it is grounded upon synchronization, orchestration and symbiotic existence of the language teaching techniques, this short course plan would stimulate students’ self-discovery, creativity, learner-centeredness, and reading analyses via pair-work and group activities.

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