Assiye BURGUCU, Ali Osman ENGİN, Turgay HAN

The effect of the quantity of writing exams on developing esl/el writing skills

İkinci ve yabancı dil İngilizcede yazma becerileri geribildirimi sonuçsuz kalmaktadır. Alanyazında öğrencilerin motivasyonları ve başarıları üzerine farklı türlerde(açık, kapalı, kodlanmış veya kodlanmamış) geribildirimin etkililik derecesiyle ilgili birçok çalışmaya ulaşılabilir. Önemli sayıda yazılı sınavların öğrenenlerin ikinci dil başarıları üzerine etkisi,onların yazdıkları kompozisyonlarında karşılaşılan hatalarla ilgili olarak verilen çeşitli geribildirimlerin etkililikleri kadar önemlidir. Bu araştırma, birçok sayıda yazılı sınavların ikici/yabancı dil öğrencilerinin dilbilim hataları üzerine etkisini araştırmaktır. Bu çalışmada her biri bir Türkiyede bir devlet üniversitesi Turizim Rehberliği bölümünde öğrenim gören 20 orta düzeye sahip öğrenciden oluşan iki grup (control grubu ve deney grubu) bulunmaktadır. Kontrol grubu katılımcıları tanımlayıcı iki ara ve bir final sınavına ve deney grubu katılımcıları da fazladan üç sınava daha alınmışlardır. Öğrencilerin kompozisyon çalışmalarına herhangi bir geribildirim verilmemiştir. Sonuç; üç adet daha fazla sınava giren öğrenciler (deney grubu)control grubundan daha fazla performans ortaya koyduklarını göstermiştir

İkinci dilde yazma becerisinin değerlendirilmesi üzerine nicel bir yaklaşım

Feedback in ESL/EFL writing has been inconclusive. In literature, several studies are available about the degree of the effect of the varying feedbacks (explicit vs. implicit; coded vs. uncoded, etc.) on the learners motivation and success. The effect of optimum number of writing exams on the success of L2 learners may be important as much as the effectiveness of feedback types on learners errors in their compositions. The aim of this study is to investigate the impact of number of writing exams on the linguistic errors in EFL/ESL student compositions. In this study there are two groups (e.g. experimental and control groups) consisting of 20 intermediate level students, each studying in the Department of Tourism Guidance at a state university in Turkey. Control group participants took three administrative examinations, which are two mid- term exams and one final exam and experimental group participants took three more exams. No feedback was provided for students compositions. The results showed that group students who took more three exams (e.g. experimental group) slightly outperformed those of control group.

PDF

___

Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?. Journal of Second Language Writing, 9(3), 227-258.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2student writing. Journal of Second Language Writing, 12(3), 267-296.
Delgado, R. (2007). Effects of Different Error Feedback: Approaches in Students Ability to Self-edit Their Writing. Divergencias. Revista de Estudios Lingüisticosy Literarios, 5 (2), 7.
Efe, H. (2008). Punctuation Mistakes Committed by Lycée Graduate Turkish Students. Atatürk Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, Cilt : 8, Sayı: 41, Erzurum
Ellis, R. (2001). Investigation form-focused instruction. In E.Rod (Ed.), Forma- Focused Instruction in Second Language Learning, (pp. 1-46). Malden, MA: Blackwell Publishers.
Ferris, D. R. (1997). The influence of commentary on student revision. TESOL Quarterly, 31(2), 315-339.
Ferris D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8 (1), 1-11.
Ferris, D.R, Chaney, S.J., Komura, K., Roberst, B.J., & McKee, S. (2000). Perspectives, Problems, and Practices in Treating Written Error. Colloquium Presented at Intenational TESOL Convention, March 14-18, Vancouver, B.C.
Ferris, D. & Hedgcock, J.S. (1998). Teaching ESL Composition: Purpose, Process, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Ferris, D. R. & Roberts, B. (2001). Error feedback in L2 writing classes: Howexplicit does it need to be? Journal of Second Language Writing, 10(3),161-184
Ferris, D. R. (2002). Treatment of Error in Second Language Student Writing, USA: University of Michigan Press.
Ferris, D. R. (2003). Response to Student Writing: Implications for Second Language Students. Mahwah, NJ: Lawrence Erlbaum.
Fratzen, D. (1995). The effect of grammar supplementation on written accuracy in an intermediate Spanish content course. Modern Language Journal, 79(3), 329-344.
Hedgcock, J. & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of second language writing, 3, 141-163.
Kepner, C. G. (1991). An Experiment in the relationship of types of written feedback to the development of second-language writing skills. The Modern Language Journal,75(3), 305-313.
James, C. (1980). Contrastive Analysis. London: Longman.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press: Ann Arbor.
Lane, J., & Lange, E. (1999). Writing Clearly: An Editing Guide, 2nd Edition. Boston: Heinle and Heinle.
Liu, Y. (2008). The effects of error feedback in second language writing. Arizona Working Papers in SLA & Teaching, 15, 65-79.
Madsen, H. S. (1983). Techniques in Testing. New York: Oxford University Press.
Raimes, A. (1992). Grammar Troublespots. New York: St. Martins Press
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
Truscott, J. (1999). The Case for the case against grammar correction in L2 writing Classes. A Response to Ferris. Journal of Second Language Writing, 8 (2), 111-122.
Truscott, J. (2004) Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13, 337 343.
Truscott, J. (2007). The effect of error correction on learners ability to write accurately. Journal of Second Language Writing 16(4), 255-272.
Truscott, J. (2009). Arguments and appearances: A response to Chandler. Journal of Second Language Writing 19(1), 59-60.
Van Beuningen, C.G., De Jong, N.H., & Kuiken, F. (2008a). The effect of direct and indirect corrective feedback on L2 learners written accuracy. ITL International Journal of Applied Linguistics 156 , 279-296.
White, E. M. (1985). Teaching and assessing writing: Recent advances in understanding, evaluating, and improving student performance. San Francisco: Josey- Bass.