Çevrimiçi Kaynakları Kullanarak İngilizce Eşdizimliliklerin Veri Güdümlü ve Tümdengelimsel Öğrenimi: Yakınsak Karma Yöntemler Çalışması

Bu yakınsak karma yöntemler çalışma, veri güdümlü ve tümdengelimsel öğrenme içeren üç farklı çevrimiçi İngilizce eşdizimlilik başvuru kaynağının, yabancı dil olarak İngilizce öğrenenlerince 18 adet İngilizce fiil-isim eşdizimlilik içeren etkinlikleri yapmak için kullanılmasının, hedef eşdizimliliklerin öğrenilmesine ve kalıcılık düzeylerine etkisini karşılaştırmayı amaçlar.. Bu amaçla, katılımcılar, aynı çevrimiçi hata düzeltme görevlerini ve boşluk doldurma alıştırmalarını tamamlamak için farklı sırayla üç farklı çevrimiçi kaynağa başvurdu. Uygulamadan önce, katılımcılara Sözcük Dağarcığı Testi (SDT) ve ön test olarak eşdizimlilik çeviri testi (EÇT) verildi. Uygulamadan hemen sonra ise, katılımcılar son test olarak aynı eşdizimlilik testini (EÇT) ve farklı kaynaklara yönelik yorumlarına yönelik açık uçlu bir soru da içeren derecelendirme ölçeğini yanıtladılar. EÇT'nin sonuçları, kullanılan üç kaynağın da, kaynaklar arasında önemli bir farklılık olmaksızın ön teste kıyasla anlamlı seviyede yüksek öğrenme ve kalıcılık oranları sağladığını göstermiştir. Sonuçlar katılımcıların kaynakları farklı derecelendirdiklerini ve farklı bilişsel süreçlerden geçtiklerini göstermiştir. SDT puanları, son test puanları ile pozitif bir korelasyon göstermiştir ve SDT puanının bir düzenleyici değişken olabileceğini düşündürmektedir. Nicel ve nitel bulgular, birbirlerine uyan ve farklılaşan noktalarıyla ve önceki araştırma sonuçlarıyla birlikte, veri güdümlü öğrenme çerçevesinde yorumlanmış ve tartışılmıştır.

Anahtar Kelimeler:

İngilizce Eşdizimlilik, Veriye Güdümlü Öğrenme, Çevrimiçi Sözlük, Çevrimiçi Bütünce, Google arama motoru, Yakınsak Karma Yöntemler Araştırması

Data-driven vs. Deductive Learning of English L2 Collocations Using Online Resources: A Convergent Mixed Methods Study

This convergent mixed methods study aims to compare effectiveness of using three online consultation resources entailing deductive vs. data-driven learning on learning and retention of 18 verb-noun collocations by EFL learners. The participants (N=45) randomly assigned to treatment conditions consulted three different online resources in different orders to complete the same online error correction tasks and gap-fill exercises in three sessions. The participants were given the Vocabulary Size Test (VST), and a productive collocation translation test (CTT) as the pretest, the posttest and the retention test. A sub-set of the participants also performed think aloud protocols during the treatment. After the treatment, the participants were given the CTT and responded a rating scale and an open-ended question. The results indicated that all of the resources led to significantly higher learning and retention rates with no significant differences among the resources. It was also found that the participants rate the resources differently and go through different cognitive processes when consulting resources. The VST scores positively correlated with the posttest scores, suggesting that participants’ vocabulary sizes can be a moderating variable. The findings are discussed based on previous research and within the framework of data-driven learning.

Keywords:

L2 collocations, online collocation dictionary, Google search, corpus, data-driven learning, convergent mixed methods design,

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