İbrahim Yağız DİKKATLİ, Eyyüp Yaşar KÜRÜM

Bir İngilizce Hazırlık Okulunda Açık Okuma Stratejisi Eğitiminin Yabancı Dilde Okuduğunu Anlamaya Etkisi

İkinci dil öğrenimi ve öğretiminde temel bir beceri olan okuma, çeşitli açılardan inceleme konusu olmuştur. Öte yandan birçok okuma yaklaşımı, öğrencilerin metni anlamalarını geliştirmek için yaygın olarak kullanılmaktadır. Okuma stratejilerinin açık ya da örtük olarak öğretimine yönelik de birçok çalışma bulunmaktadır. Bu çalışma, bir İngilizce hazırlık okulunda açık okuma stratejisi eğitiminin ikinci dilde okuduğunu anlama üzerindeki etkilerini araştırmayı amaçlamaktadır. Çalışma şu soruyu ele almaktadır: Öğrencilerin okuma stratejisi farkındalığı başarılarını nasıl etkiler? Bu soruya cevap verebilmek için nicel bir yöntem kullanılarak sayısal veriler elde edilmiştir. Bu çalışmanın katılımcılarını 42 üniversite öğrencisi oluşturmuştur. Yıldız Teknik Üniversitesi Temel İngilizce Bölümü'nde B1 seviyesinde İngilizce öğrenen öğrencilerdir. Katılımcılara aynı okuma parçası ve aynı takip soruları verilmiştir. Bir sınıf açık bir okuma stratejisi eğitimi aldıktan sonra çıkarım sorularını yanıtlarken, diğer sınıf herhangi bir okuma stratejisi eğitimi almadan soruları yanıtlamıştır. Sonuçlar, açık okuma stratejisi eğitimi alan öğrencilerin belirli bir testte daha yüksek bir doğru yanıt yüzdesi elde ettiğini göstermiştir. Veriler, açık strateji eğitiminin ikinci dilde okuduğunu anlamayı olumlu bir şekilde güçlendirdiğine işaret etmiştir.

Anahtar Kelimeler:

ELT, okuma stratejileri, açıktan strateji eğitimi, okuduğunu anlama, çıkarım yapma

The Effects of Explicit Reading Strategy Training on L2 Reading Comprehension in an English Preparatory School

Reading, which is an essential skill in L2 learning and teaching, has been a topic of investigation from various perspectives. Many reading approaches, on the other hand, are widely used to enhance students’ text comprehension. There are also many studies on teaching the reading strategies whether explicitly or implicitly. This study aims to investigate the effects of explicit reading strategy training on L2 reading comprehension in an English preparatory school. The study addresses the following question: How does the students’ reading strategy awareness influence their success? In order to answer the question, a quantitative method was used to obtain numerical data. The contributors of this study consisted of 42 university students. They are B1 level English learners at Yıldız Technical University in the Department of Basic English. They were given the same reading passage as well as the same set of follow-up questions. One class answered the inferencing questions after receiving an explicit reading strategy training session whereas the other class answered the questions without any reading strategy training. The results suggested that the learners who had explicit reading strategy instruction achieved a higher percentage of correct responses on a given test. The results implied that explicit strategy training reinforced the L2 reading comprehension in a positive way.

Keywords:

ELT, reading strategies, explicit strategy training, reading comprehension, making inferences,

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