Ana dilde okumaya yönelik tutumun yabancı dilde okuma alışkanlıklarına aktarımı

Bu çalışmanın amacı ana dilde edinilen okumaya yönelik tutumun yabancı dilde okuma alışkanlıklarına ve tutumuna aktarım durumunu ve bu süreçte yabancı dilde okuma yeterlilik düzeyinin rolünü ortaya koymaktır. Çalışma betimsel bir araştırma olarak tasarlanmıştır. Çalışmanın örneklem grubunu ön lisans düzeyinde 273 öğrenci oluşturmuştur. Bu öğrencilerden 136 tanesi başlangıç (A1), 137 tanesi ise temel (A2) düzeyde İngilizce yeterlik düzeyine sahiptir. Çalışmada, Okumaya Yönelik Tutum Ölçeği, İngilizce Okuma Alışkanlıkları Ölçeği ve ECL sınavının okuma bölümü veri toplama araçları olarak kullanılmıştır. Çalışmada elde edilen sonuçlara göre başlangıç (A1) düzeyindeki öğrencilerin ana dilde okumaya yönelik tutumları ile İngilizce okuma alışkanlıkları arasında anlamlı bir ilişki bulunamamıştır (r =.016 ve p> .01). Diğer taraftan, temel (A2) düzeyde İngilizce seviyesine sahip öğrencilerin ana dilde okumaya yönelik tutumları ile İngilizce okuma alışkanlıkları arasındaki ilişki düşük düzeyde olsa da anlamlıdır (r =.208 ve p

Transferring L1 reading attitudes to EFL reading habits

The aim of the current study is to find out the possibility of transfer of affective domains of reading specificallyreading habits and attitudes from L1 to EFL and the role of learners’ proficiency level on these reading habitsand attitudes. The study was designed as a descriptive research. The participants were 273 university-levelstudents who enrolled in English classes in a state university in Turkey. 136 of them were at beginner level (A1)and 137 of them were at elementary (A2) level according to the proficiency level based on CEFR. AttitudesTowards Reading Habits Scale, English Reading Habits Scale and reading parts of English Comprehension LevelTest were used to collect data. The results of the study have revealed that there is not any significant andmeaningful relation between beginner (A1) level learners’ L1 reading attitudes and EFL reading habits (r=.016and p>.01). However, the relation between elementary (A2) level learners’ L1 reading attitudes and EFL readinghabits is positive and significant (r=.208 and p

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