Bağlam temelli sözcük öğretim yönteminin yabancılara türkçe öğretiminde uygulanması

Yeni bir dil öğrenmenin temelinde kişinin kendini o dilde iyi ifade edebilmesi ve yine o dilde söylenenleri ya da yazılanları anlayabilmesi bulunmaktadır. Bu sebeple kişinin yabancı dilde etkili bir iletişim kurabilmesi için sözcük dağarcığının zengin olması gerekmektedir. Dolayısıyla sözcük bilgisinin yabancı dilde oldukça önemli bir yeri vardır. Bu çalışmada Türkçenin yabancı dil olarak öğretiminde bağlam temelli sözcük öğretim yönteminin uygulamadaki etkisi incelenmiştir. Bunun için B2 seviyesindeki katılımcılardan oluşan deney ve kontrol gruplarıyla çalışılmıştır. Kontrol grubuyla geleneksel yöntemle ders işlenirken, deney grubuyla bağlam temelli sözcük öğretim yöntemiyle ders işlenmiştir. Çalışma, nitel ve nicel araştırma yöntemlerinin birlikte kullanıldığı karma desenli bir araştırmadır. Nitel çalışmalarda katılımcıların, sözcüklerin anlamlarına ilişkin tahminlerinin yer aldığı cümleler üzerinde doküman analizi yapılmıştır. Araştırmanın nicel boyutunda ise deneysel çalışma yapılmıştır. Gruplara ön test ve son test uygulanmıştır. Grupların kelime öğrenim seviyelerini karşılaştırmak için yapılan ön test ve son test verileri Mann Whitney-U Testi ile, her iki gruptaki değişimi kendi içinde değerlendirmek için de Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Ön testte her iki grubun birbirine yakın seviyelerde olduğu, son testte de deney grubundaki sözcük kazanımının kontrol grubundan çok daha yüksek olduğu görülmüştür. Araştırmanın sonunda bağlam temelli sözcük öğretim yönteminin Türkçenin yabancı dil olarak öğretiminde sözcük öğrenimi üzerinde etkili bir yöntem olduğu sonucuna ulaşılmıştır.

Implementation of context-based vocabulary teaching method in Turkish language instruction for foreigners

In the basis of learning a new language, lies the person’s understanding of what s/he hears or reads and ability toexpress him/herself in that language well. Therefore it requires speakers have an extensive vocabulary tocommunicate with other people effectively, hence vocabulary has an essential position in learning a foreignlanguage. In this research, the effect of context-based vocabulary teaching implementation in instruction of Turkishas a foreign language was studied and experimental and control groups of B2 grader participants were studiedwith. Experimental group had context-based vocabulary education while control group was given traditionaleducation. This study is a mixed designed research in which quantitative examination methods were used incompany. In qualitative studies, documental analyses were made on sentences that participants’ predictions aboutword meaning were involved, and in quantitative version of the study experimental research was made. Pre-testsand post-tests were practiced on groups. Data of pre and post-tests that were made to compare the groups’vocabulary levels were analyzed with Mann Whitney-U Test, and to evaluate the alteration of both groups inthemselves, Wilcoxon Signed Rank Test. It was observed that both of the groups were in close levels to each otherat pre-test, and lexical gain of experimental group was far more bigger than control group at post-test. At the endof the research, it is deduced that context-based vocabulary teaching method is an effective way of vocabularyteaching in instruction of Turkish as a foreign language.

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