İngilizce Dersi ve Dil Bilgisi: Tutumsal İlişkilerin ve Farklılıkların Bazı Değişkenler Açısından İncelenmesi

The purpose of this study is to reveal tertiary EFL learners’ attitudes toward English course and learning grammar based on some variables, and to discover the relationship between these attitudes. The research participants were 202 EFL students enrolled in the preparatory school of a state university in Turkey. The data were collected through two quantitative tools: The Scale of Attitudes Toward English Course (SATEC) developed by Kazazoğlu (2013), and The Students’ English Grammar Attitude Scale (SEGAS), developed by Akay and Toraman (2015). The obtained data were input into and analyzed via SPSS 23. The statistical analyses revealed that overall, the students have positive attitudes toward English course, and moderate attitudes toward learning its grammar. It was also found that age, gender and department variables did not create significant differences in learners’ attitudes toward English course and learning grammar (p>.05). The participants’ attitudes toward English course differed significantly in terms of self-perceived proficiency variable only, while attitudes toward learning grammar showed a significant difference only according to weekly grammar study hours. Lastly, the students’ attitudes toward English course and learning grammar correlated positively (p<.01) and slightly (r=.319).

Anahtar Kelimeler:

yabancı dil olarak İngilizce, dil bilgisi, tutumlar, inançlar, hazırlık sınıfı öğrencileri

English Course and Its Grammar: Discovering Attitudinal Relationships and Differences in Terms of Some Variables

Bu çalışmanın amacı, İngilizce hazırlık öğrencilerinin İngilizce dersine ve dil bilgisi öğrenimine yönelik tutumlarını bazı değişkenler bakımından ortaya koymak, ve bu tutumlar arasındaki ilişkiyi belirlemektir. Araştırmanın örneklemini, Türkiye’deki bir devlet üniversitesinde İngilizce hazırlık eğitimi alan 202 öğrenci oluşturmaktadır. Verilerin toplanmasında, Kazazoğlu (2013) tarafından geliştirilen İngilizce dersine yönelik tutum ölçeği ve Akay ve Toraman (2015) tarafından geliştirilen İngilizce dil bilgisi tutum ölçeği kullanılmıştır. Toplanan veriler SPSS 23 programı kullanılarak analiz edilmiştir. Yapılan istatistikî analizler, genel itibarıyla, öğrencilerin İngilizce dersine dair tutumlarının olumlu olduğunu, ve de İngilizce’nin dil bilgisinin öğrenimine yönelik ılımlı düzeyde tutumlara sahip olduklarını göstermiştir. Ayrıca, yaş, cinsiyet ve bölüm değişkenlerinin, öğrencilerin İngilizce dersine ve dil bilgisi öğrenimine olan tutumlarını anlamlı düzeyde etkilemediği görülmüştür (p>.05). Katılımcıların İngilizce dersine yönelik tutumları yalnızca algılanan öz yeterlik değişkeni bakımından anlamlı farklılık gösterirken, dil bilgisi öğrenimine olan tutumları sadece okul dışında haftalık dil bilgisine ayrılan zaman değişkeni açısından anlamlı bir farklılık göstermiştir. Son olarak, öğrencilerin İngilizce dersine ve dil bilgisi öğrenimine yönelik tutumları arasında düşük düzeyde ve pozitif bir korelasyon olduğu belirlenmiştir (p<.01; r=.319).

Keywords:

English as a foreign language, grammar, attitudes, beliefs, tertiary EFL learners,

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