Bilinçli ve Örtük Öğretimin Orta Seviye Öğrencilerinin Dilbilim ve Yazı Becerilerine Etkisine Etkisinin Karşılaştırılması

Dilbilgisi öğretimi dil çalışmalarında sürekli popüler bir konu olmuştur. Doğrudan ve dolaylı öğretim yöntemleri ana akım olarak yıllardır bu alanda kullanılıyor. Bu çalışmanın amacı bu iki akımı öğrencilerin dilbilgisi başarıları açısından karşılaştırmaktır. Diğer bir amacı ise dilbilgisini yazma becerisine entegrasyonunu sağlamaktır. 18-22 yaş arasında 40 orta seviye üniversite öğrencisi bu çalışmaya katılmıştır. Ön test, son test, ön yazı testi ve son yazı testi ile nicel bir yöntem uygulanmıştır. SPSS programı aracılığı ile T-test, ANCOVA ve betimsel istatistikleri gösteren analiz yöntemleri uygulandı. İki grubun yazı test puanları ve dilbilgisi hata sayıları iki değerlendirici tarafından belirlendi. Bu çalışmanın sonucu olarak, ön test ve son test arasında anlamsal bir farklılık bulundu. Doğrudan öğrenme yöntemi ile öğrenen öğrencilerin dilbilgisi ve yazı puanları dolaylı öğrenmeyle öğrenen öğrencilere göre daha yüksekti ve yazı sınavlarında daha az hata yaptıkları da bulundu. Bu çalışma doğrudan öğrenme metodunun önemini ortaya koyar. Yetkililere ve öğretmenlere de bu tarz metotların derslerde ve müfredatlarda yer alması gerektiğini gösterir.

A Comparison of Implicit and Explicit Teaching in Terms of Grammar and Writing Skills of Intermediate Learners

Teaching grammar has always been a very popular issue in the field of languagestudies. Explicit and implicit teachings are the main methods that are being appliedfor years in this field. This paper mainly aims to compare these two methods interms of grammar success. Integrating this grammar knowledge to writing skillsappropriately is another aim of this study. 40 intermediate university studentswhose ages are between 18-22 participated in this study. With pre and posttest andpre and post writings, quantitative method was applied in this paper. T-tests,ANCOVA and descriptive statistics were identified with the aid of SPSS. Writingscores of both groups also were evaluated by two raters and the number ofgrammar mistakes was calculated. As a result of this study, significant differencebetween pre and posttest was found. In addition, the explicit group's grammar andwriting points were really better than the implicit group and the former group madefewer mistakes in their writings. This paper points out the significance of theexplicit teaching method and gives the advice to administer and teachers aboutintegrating these types of methods into language courses and curriculums.

PDF

___

Akakura, M. A. (2009). Effect of explicit instruction on implicit and explicit second language knowledge: An empirical study on English article acquisition (Doctoral dissertation, University of Auckland).
Akakura, M. (2012). Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research, 16(1), 9-37.
Andrews, K. L. Z. (2007). The Effects of Implicit and Explicit Instruction on Simple and Complex Grammatical Structures for Adult English Language Learners. TESL-EJ, 11(2), 1-15.
Andringa, S., de Glopper, K., & Hacquebord, H. (2011). Effect of explicit and implicit instruction on free written response task performance. Language Learning, 61(3), 868-903.
Anthony, L. (2000). Implementing genre analysis in a foreign language classroom. TESOL Matters, 10(3), 18.
Bhatia, V. K. (1997). The Power and Politics of Genre. World Englishes,16(3), 359-371. doi:10.1111/1467- 971x.00070
Brown, H. D. (2002). Principles of language learning and teaching. Beijing. Foreign Language Teaching and Research Press, 85-87.
Burgess, J., & Etherington, S. (2002). Focus on grammatical form: explicit or implicit?. System, 30(4), 433-458.
Dekeyser, R. M. (1995). Learning Second Language Grammar Rules. Studies in Second Language Acquisition,17(3), 379-410. doi:10.1017/s027226310001425x
DeKeyser, R. M. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 313-348). Oxford: Blackwell.
Deng, F., & Lin, Y. (2016). A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China. English Language Teaching, 9(8), 1-10.
Ellis, R. (1994). The study of second language acquisition. Oxford University.
Ellis, R. (2001). Form-focused instruction and second language learning: Language learning monograph. WileyBlackwell.
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.
Ellis, R. (2008). Explicit knowledge and second language learning and pedagogy. Encyclopedia of language and education, 1901-1911.
Erlam, R. (2003). The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language. The Modern Language Journal, 87(2), 242-260.
Hammerly, H. (1975). The deduction/induction controversy. The Modern Language Journal, 59(1/2), 15-18.
Hammond, J., & Derewianka, B. (2001). Genre. The Cambridge Guide to Teaching English to Speakers of Other Languages,186-193. doi:10.1017/cbo9780511667206.028
Herron, C., & Tomasello, M. (1992). Acquiring grammatical structures by guided induction. The French Review, 65(5), 708-718.
Hinkel, E., & Fotos, S. (2001). The Place of Grammar Instruction in the Second/Foreign Language Curriculum. In New Perspectives on Grammar Teaching in Second Language Classrooms (pp. 27-44). Routledge.
Hinkel, E., & Fotos, S. (2001). Structure-based interactive tasks for the EFL grammar learner. In New perspectives on grammar teaching in second language classrooms (pp. 147-166). Routledge.
Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in second language acquisition, 27(2), 129-140.
Khodabandeh, F. (2016). Comparing the Effects of Four Instructional Treatments on EFL Students' Achievement in Writing Classified Ads. English Language Teaching, 9(3), 139-152.
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford University Press.
Krashen, S. (1982). Principles and practice in second language acquisition (pp. 65-78). Pergamon: Oxford.
Lightbown, P. M. (1998). The importance of timing in focus on form. Focus on form in classroom second language acquisition, 177196.
Long, W. (1988). Instructed interlanguagedevelopment In LM Beebe (Ed.), lssues in second language acquisition.
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. Foreign language research in cross-cultural perspective, 2(1), 39-52.
Lynch, L. M. (2005). Grammar teaching: Implicit or explicit. Retrieved July, 20, 2010.
Macaro, E., & Masterman, L. (2006). Does intensive explicit grammar instruction make all the difference?. Language Teaching Research, 10(3), 297-327.
Nassaji, H., & Fotos, S. (2004). 6. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145.
Nazari, N. (2013). The effect of implicit and explicit grammar instruction on learners’ achievements in receptive and productive modes. Procedia-Social and Behavioral Sciences, 70, 156-162.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta‐ analysis. Language learning, 50(3), 417-528.
Nunan, D. (1991). 10 Linguistic theory and pedagogic practice. Perspectives on pedagogical grammar, 253.
Ranalli, J. M. (2001). Consciousness-raising versus deductive approaches to language instruction: a study of learner preferences. Unpublished Master’s thesis. The Centre for English Language Studies, University of Birmingham, Birmingham, United Kingdom.
Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in second language acquisition, 18(1), 27-67.
Rosa, E., & O'Neill, M. D. (1999). Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in second language acquisition, 21(4), 511-556.
Richards, J. C., & Rodgers, T. S. (1986). Approaches andmethods in language teaching. Cambridge: Cambridge University Pre ss.
Scott, V. M. (1989). An empirical study of explicit and implicit teaching strategies in French. The Modern Language Journal, 73(1), 14-22.
Scott, V. M. (1990). Explicit and implicit grammar teaching strategies: New empirical data. The French Review, 63(5), 779-789.
Seliger, H. W. (1975). Maturational constraints in the acquisition of second language accent. Language Sciences, 36, 20-22.
Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. Modern Language Journal.
Sheen, R. (2002). Focus on form’and ‘focus on forms. ELT journal, 56(3), 303-305.
Sik, K. (2015). Tradition or modernism in grammar teaching: deductive vs. inductive approaches. Procedia-Social and Behavioral Sciences, 197, 2141-2144.
Lynch, L. M. (2005). Grammar teaching: Implicit or explicit. Retrieved July, 20, 2010.
Widodo, H. (2006). Designing a genre-based lesson plan for an academic writing course. English Teaching, 5(3),