YASEMİN KIRKGÖZ

219

INCORPORATING SHORT STORIES IN ENGLISH LANGUAGE CLASSES

Bu çalışma, öğrencilerin İngilizce dilbilgisi ve kelime bilgilerini pekiştirmek ve yaratıcı yazma yeteneklerini geliştirmek amacıyla, kısa öykülerin İngilizce müfredatına nasıl ilave edilebileceğini incelemektedir. Çalışma, İngilizce hazırlık programı almakta olan 21 Türk üniversite öğrencisiyle birlikte yürütülmüştür. Öğrencilerin dil gereksinimlerine uygun olan kısa öykülerden seçmeler, İngilizce müfredatına ilave edilmiştir. Sunum, inceleme ve takip etme aşamalarından oluşan üç basamaklı model ile her öykü, verilen görevler çerçevesinde öğrencinin öğrenme sürecine aktif katılımını gerektiren "öğrenci merkezli öğrenme" yaklaşımına odaklanarak uygulanmıştır. Öykülerin derste kullanılması hakkındaki düşüncelerini almak için, işlenen her öykünün ardından, öğrencilerden görüşlerini yansıtacakları bir günlük ve içinde yazı çalışmalarını saklayacakları bir portfolyo tutmaları istenmiştir. Öğrencilerin günlüklerinden ve yazılarından edinilen bilgiler, dersin genel değerlendirmesini yapabilmek için uygulanan bir "yılsonu öykü algılama" sormacası ile tamamlanmıştır. Bulgular kısa öykülerin kullanımının, öğrencilerin dilbilgisi ve kelime bilgilerini güçlendirmede etkili ve anlamlı katkılar yaptığını ve öğrencilerin yazılarında daha yapıcı ve yaratıcı olmalarını sağladığını gösterirken öğrencileri sınıfın sıkıcı rutin ortamından uzaklaştırdığını göstermektedir. Makale, bu edebi türün İngilizce sınıflarında etkili biçimde kullanılabilmesi için bazı pedagojik önerilerde bulunarak sonuçlanmaktadır

INCORPORATING SHORT STORIES IN ENGLISH LANGUAGE CLASSES

This study investigates how short stories can be integrated into an English language curriculum in order to consolidate students’ knowledge of the English language - grammar and vocabulary - and to promote their creative writing skills. The study was conducted with 21 Turkish university students receiving an English language preparatory program. A selection of short stories appropriate to students’ language requirements was incorporated into the English language curriculum. A three-stage-model: presentation, exploration, and followup guided the use of each story with a special focus on student-centered learning, which required the students to take an active involvement in the learning process on the basis of given tasks. In order to obtain students’ opinion concerning the use of story, each student was asked to keep a diary in which to reflect their views following the study of each literary text, and a portfolio where they could keep their writings. The data collected through the diaries and student writings were complemented by administering an end-of-the year story perception questionnaire in order to have an overall evaluation of the course. Findings indicated that the use of short stories contributed to students’ reinforcing effectively and meaningfully their knowledge of grammar and vocabulary while it helped students to be more creative and imaginative in their writing in a way to free the students from the routine procedures occurring in the classroom. The article concludes with some pedagogical suggestions for the efficient exploitation of this literary genre in English language classes
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Novitas-Royal-Cover
  • ISSN: 1307-4733
  • Yayın Aralığı: Yıllık
  • Başlangıç: 2007
  • Yayıncı: -
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Sayıdaki Diğer Makaleler

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INCORPORATING SHORT STORIES IN ENGLISH LANGUAGE CLASSES

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CONTENT ANALYSIS OF ELT STUDENTS' DIGITAL STORIES FOR YOUNG LEARNERS

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