Yaygın Okumanın Sesbilimsel İşlemenin Gelişimi Üzerine Etkisi

Bu çalışma, yaygın okumanın sesbilimsel bilginin örtülü edinimini incelemeyi amaçlamaktadır. İkinci dil öğrenenler, yaygın okuma sayesinde sesbilimsel işleme becerilerini geliştirebilirler ve bu da sözcük tanıma akıcılığına katkı sağlayabilir. Çalışma için, İstanbul'da seçkin bir devlet okulunda 9 ve 11. sınıflarda okuyan 30'ar öğrenci Oxford Seviye Tespit Sınavı sonuçlarına göre seçilmiştir. 9. sınıf öğrencileri bir yarıyıl boyunca yaygın okuma programı takip etmişlerdir. Katılımcılara, bilgisayar ekranında gördükleri harf dizgilerinin İngilizcede geçerli bir kelime olup olmadığına karar vermeleri gereken sözcüksel karar testi uygulanmıştır. Yaygın okuma programının sesbirim dizge bilgisi kurallarının kazanılmasına katkı sağlayıp sağlamadığını test etmek için araştırma gruplarının ön test ve son test performansları karşılaştırılmıştır. Sonuçlar, yaygın okuma grubundaki öğrencilerin ön test ve son test skorları arasında anlamlı bir fark olduğunu ve dil seviyeleri henüz yetersiz olmasına rağmen, yaygın okuma grubunda olmayan öğrencilerle son test skorları açısından anlamlı bir farklılık göstermediklerini ortaya koymuştur. Bu bulgular, yaygın okumanın başlangıç seviyesindeki ikinci dil öğrenenler için bile fayda sağlayacağına işaret etmektedir. Görece yeni bir araştırma perspektifi olduğundan dolayı, konuyla ilgili daha fazla bilimsel çalışmaya ihtiyaç duyulmaktadır.

The Role of Extensive Reading in the Development of Phonological Processing

The present study aims to investigate the role of extensive reading in the acquisition of implicit phonological knowledge. Through extensive exposure to print, L2 learners can improve their phonological processing skills, and this could contribute to their word recognition fluency. On the basis of the Oxford Placement Test, 30 9th graders and 30 11th graders studying at a selective state high school in İstanbul were selected to participate in the study. Students in the 9th grade followed an extensive reading program for a full semester. Participants were given a lexical decision task in which they had to decide whether the string of words they were shown on a computer screen could be acceptable words in English or not. Pre- and post-test performances of the groups were compared to test if the extensive reading program contributed to their accumulation of knowledge on phonotactic constraints. The results showed that the group which read extensively differed significantly, and notwithstanding their lower proficiency, the groups’ performance on the post-test did not reveal any significant difference, implying that extensive exposure to print benefited L2 learners even at the beginner levels. As this is a relatively new research perspective on extensive reading, there is need for further research

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