MEHMET ALTAY

2820

Üniversitede Yabancı Dil Olarak İngilizce Öğrenimi Ortamında Sözcüklerin Anlamsal İlişkilerine Yönelik Farkındalık Oluşturma

İçerikli bir sözcüğü mantıklı anlamsal ilişkileriyle bağdaştırmak zihinsel sözlükçeye belirgin katkıda bulunan bir dil öğrenme yordamı olarak kabul edilmektedir. Bu bağlamda anlamsal eşlemenin, dil öğretiminde uygulanışı itibariyle etkili bir şablon niteliğinde olduğu görülmektedir. Bunun aksi şekilde, dil sınıflarında en düşük sıklıkta kullanılagelen öğrenim yordamlarından birisi konumunda olduğu gözlemlenmektedir. Bu çalışma, anlamsal eşlemenin yabancı dil olarak İngilizce öğrenenlerce kullanımının artılarını ve eksilerini ele almakta ve dolayısıyla bu meyanda bir farkındalık oluşturmayı hedeflemektedir. Çalışmada yer alan katılımcılar, bir devlet üniversitesinde yabancı dil olarak İngilizce öğrenmekte olan 20 öğrenciden oluşmaktadır. Aynı erişilebilir ana kitleden yine aynı oranda ikinci bir grup da kontrol grubu olarak rastgele seçilmiştir. Tüm katılımcılar, kelime dağarcıklarının boyutunu ölçmek maksatlı birer ön sınav ve ardıl sınava tabi tutulmuşlardır. Bulgular, Avrupa kökenli bir temelden gelmeyen ve anadili İngilizce olmayan lisans öğrencilerinin ortalama dağarcığına kıyasla uygulama grubunun kelime dağarcığında kayda değer bir artışa işaret etmektedir

Raising Awareness of Lexical Semantic Relations in Undergraduate EFL Context

Associating a content word to its rational semantic relations is regarded as a language learning strategy which explicitly contributes to mental lexicon. Semantic mapping herein seems to constitute an efficacious pattern for its practice in language instruction. Conversely, it appears to be among the least frequently used vocabulary learning strategies in language classrooms. This study points at semantic mapping as a practice for EFL learners by suggesting its pros and cons, and thus aims to raise awareness with this respect. The samples for the treatment of the study involve 20 EFL students studying at a state university in Turkey. A second group of the same size was randomly chosen as the control group from the same accessible population. All the participants were subject to a pre-test and a post-test measuring the size of the vocabulary known. The findings indicate a significant increase in the vocabulary size of the treatment group, surpassing the average size of undergraduate non-native speakers of English from non-European background
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Novitas-Royal-Cover
  • ISSN: 1307-4733
  • Yayın Aralığı: Yıllık
  • Başlangıç: 2007
  • Yayıncı: -
Arşiv
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