Öğrencilerin bakış açısından: Yapılandırmacılığa uygun bağlamsal kelime öğretimi ile bağlamsal mikro-dilbilgisi revizyonunun bütünleştirilmesi

Mevcut çalışma Yapılandırmacı Bilgi Felsefesi’ne uygun olarak bağlamsal mikro-dilbilgisi tekrarını ve bağlamsal sözcük bilgisi eğitimini birleştirme üzerine öğrencilerin görüşlerini detaylı olarak inceleyen niceliksel bir çalışmadır. Böylelikle çalışma, öğrencilerin bireysel farklılıklarını ve yaş faktörünü de göz önünde bulundurarak, bu iki tekniği birleştirmeyi amaçlayan yeni bir teknik hakkında birinci ve ikinci sınıf öğrencilerinin tutumlarını incelemektedir. Daha iyi projeksiyon sağlayabilmek için çalışmanın amacına uygun olarak vakaya özgü bir ölçek geliştirilmiştir. Ölçek bir devlet üniversitesinin İngiliz Dili ve Edebiyatı Bölümünün birinci ve ikinci sınıf öğrencilerine Dilbilgisi II ve Sözlü İletişim II adlı derslerinde eş zamanlı olarak uygulanmıştır. Verilerin sonuçları hem betimsel hem de çıkarımsal istatistik yoluyla analiz edildiğinde, alan-yazında yer alan önceki çalışmaların da ışığı altında, tekniğin sorunsuz ve yabancı dil eğitimi alanına katkıda bulunabilecek bir teknik olduğu ortaya çıkmıştır.

From students’ viewpoint: Integrating contextual micro-grammar revision with contextual vocabulary teaching consistent with constructivism

The present study is a quantitative research that attempts to scrutinize the place of students’ views on integratingcontextual micro-grammar revision with contextual vocabulary teaching consistent with Constructivism.Therefore, the study investigates the first and the second-year students’ attitudes towards a new technique thatattempts to consolidate these two techniques into one while taking their individual differences and age factor intoaccount. In compliance with the purpose of the study, a case-specific scale was developed to provide a betterprojection. It was applied to the first and second year university students at the English Language and LiteratureDepartment of a state University in Grammar II and Oral Communication II courses simultaneously. As the resultsof the data were analyzed through both descriptive and inferential statistics, also in light of the previous studies inthe literature, the technique turned out to be sound and promising for the interests of the field of foreign languageteaching.

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