Yabancı dil öğrenme ortamlarında dinleme öğretimi bilinçli mi yoksa bilinçsiz mi terk ediliyor?
Bu çalışmanın amacı yabancı dil öğrenenlerin ders kitaplarındaki dinleme etkinliklerinden yararlanıp yararlanmadıklarını ve dil öğretmenlerinin ilgili etkinlikleri hangi oranda kullandıklarını ortaya koymaktır. Bunun için dinleme etkinliklerinin yabancı dil öğrenenlere ne tür katkılar sağladığı konusunda öğretmenlerin görüşlerine başvurulmuştur. Kayseri‘deki ilk ve ortaöğretimde görev yapan 51 öğretmen bu çalışmaya katkıda bulunmuştur. Araştırma için hazırlanan anket katılımcılara uygulanmış ve elde edilen veriler SPSS 20.0 istatistik programı kullanılarak analiz edilmiştir. Araştırma sonuçları dinleme etkinliklerinin etkili bir şekilde kullanılmasının öğrencilerde hedef dilin sesletimini doğru yapmalarında önemli etkiye sahip olduğunu göstermiştir. Ayrıca ders kitaplarındaki dinleme etkinliklerinin etkin kullanılmasının öğrencilerin öz güven duygularının gelişmesine ve öğrenim özerkliklerini kazanmalarına katkı sağlamaktadır.
Is listening instruction neglected intentionally or incidentally in foreign language teaching contexts?
This study aimed to explore whether foreign language learners would benefit from listening activities in thecoursebooks, and to what extent foreign language instructors use the regarding activities. It is also intended inthis study to determine the views of the teachers on the effectiveness of improving learners‘ listening skillthrough the listening activities. In this respect, 51 teachers based in elementary and high schools in the provinceof Kayseri, Turkey participated in the present study. The survey was administered to the participants and theirviews were received and analyzed using SPSS 20.0 statistics programme. The results indicate that theparticipants to a great extent agree that listening has a crucial role in developing learners‘ listeningcomprehension and pronouncing the target vocabulary correctly. The results also prove that learners benefit fromthe effective use of listening activities in the coursebooks, in developing self-esteem and learner autonomy.
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