İngilizcenin Yabancı Dil Olarak Öğretildiği Bağlamda Çocukların Sesbilgisel Farkındalık Becerilerini Geliştirme

Bu eylem araştırması, İngilizcenin yabancı dil olarak öğretildiği Türkiye bağlamında çocukların sesbilgisel farkındalıklarını geliştirmeyi amaçlamıştır. Bir devlet ortaokulunda 5., 6. ve 7. sınıflardan toplam 56 öğrenci çalışmaya katılmıştır. Öğrencilerin sesbilgisel farkındalık becerileri ön test, doğrudan son test ve gecikmeli son test tasarımında Sesbilgisel Farkındalık Becerileri Testi (SFBT) ile ölçülmüştür ve puanları istatistiksel yöntemlerle analiz edilmiştir. Ön test, doğrudan son test ve gecikmeli son test puan ortalamaları karşılaştırıldığında, doğrudan son test ve gecikmeli son test puanlarının arttığı görülmüştür. Tekrarlanan ölçümler arasındaki parametrik olmayan Friedman farklılıklar testi uygulanmış ve anlamlı ki-kare değeri elde edilmiştir. Buna göre katılımcıların sınıf içi etkinlikler öncesi, sınıf içi etkinlikler sonrası ve altı haftalık izlem sonrasında ölçülen test puanları arasında istatistiksel olarak anlamlı bir fark olduğu bulunmuştur. Bulgular, çocuk yaştaki öğrencilerin sesbilgisel farkındalığını artırmak için çeşitli etkinlikler kullanmanın önemini ortaya koymuştur. Çalışmanın eğitsel çıkarımları ayrıca tartışılmıştır.

Improving Phonological Awareness Skills of Young Learners of English in an EFL Context

This action research study aimed to improve the phonological awareness of young learners in the Turkish EFL context. In total, there were 56 students from the 5th, 6th, and 7th grades at a secondary state school. The students’ phonological awareness levels were measured via the Phonological Awareness Skills Test (P.A.S.T.) in the pre-test, immediate post-test, and delayed post-test design. Their scores were analysed through statistical procedures. When the mean scores of the pre-test, immediate post-test, and delayed post-test were compared, it was found that the scores in the immediate post-test and delayed post-test increased. A non-parametric Friedman test of differences among repeated measures was conducted and rendered a significant Chi-square value. Thus, it was revealed that there was a statistically significant difference among the P.A.S.T. scores of the participants measured before the in-class activities, after the in-class activities, and after a six-week follow-up. The findings displayed the importance of employing various activities to improve the phonological awareness of young learners. Educational implications are also discussed.

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Pamukkale Üniversitesi Eğitim Fakültesi Dergisi-Cover
  • ISSN: 1301-0085
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 1996
  • Yayıncı: -
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