Öğrencilerin yazma çalışmalarında dilbilgisi dersinin rolü- Düzce Üniversitesinde vaka incelemesi

Türkiyede, İngilizce öğretimi ilkokul 2.sınıfta başlayıp yüksek öğrenimde devam etmektedir. Dil öğretimine harcanan bu fazla zamanın, öğrencilerin yeterlilik düzeyine ve İngilizceyi kullanabilme becerilerine yansıması beklenmektedir. Öğrencilerin İngilizce seviyelerini, somut olarak yansıtabilecekleri ürünler; öğrenciler için öğrenme aracı olarak da kullanılabilen kendi kompozisyonlarıdır (Raimes, 1983). Öğrenciler yazarken sadece akıllarındaki fikirleri transfer etmezler, ayrıca dilbilgisi ve kelime bilgilerini de kullanarak doğruluk kazanmaya çalışırlar. İngilizce öğretirken beceri temelli yaklaşım kullanımı uzun zamandır yaygın olan bir uygulamadır. Bu programlarda bazen kelime ve dilbilgisi öğretimi ayrı dersler olarak mevcut olabilir. Bu çalışmanın yapıldığı üniversitede, İngilizce hazırlık sınıfı seçmelidir ve bir akademik yılda haftada on saatlik okuma-yazma, on saatlik dinleme-konuşma ve dört saatlik dilbilgisi dersleri vardır. Beceri-temelli bu programda, dilbilgisi, öğrencilerin daha hatasız bir şekilde üretken becerilerini geliştirmelerine yardımcı olan esas unsur olarak düşünülmektedir. Dolayısıyla, bu çalışmanın temel amacı dilbilgisi derslerinin öğrencilerin yazıları üzerinde nasıl bir rol oynadığını ortaya koymaktır. Bu çalışma vaka incelemesi olarak tasarlandığı için, üzerinde çalışılmak üzere bir sınıf seçilmiştir ve bu sınıftaki öğrencilerin yazma portfolyoları bir araya getirilerek 2017/2018 akademik yılının başından sonuna kadar verilen her bir ödev analiz edilmiştir. Veriler öğrencilerin yazılarındaki dilbilgisi unsurları analiz edilerek toplanmıştır ve işlenen dilbilgisi konuları ve bu konuların yazma çalışmalarındaki kullanımı arasında bir eşleşme olup olmadığını görmek için bir kıyaslama yapılmıştır.

Anahtar Kelimeler:

İngilizce hazırlık sınıfı, dilbilgisi, İngilizce öğretimi, yazma

The role of grammar courses in students’ writing products: a case study in Düzce University

In Turkey, English is taught in all state schools beginning in the second grade of the primary schools and continuing in the higher education. This huge amount of time period spent on language teaching is expected to be seen in students’ proficiency levels and in the way they can use English. The products in which they can reflect their levels of English perceptibly are their compositions, which can also be used as learning tools for learners (Raimes, 1983). While writing, learners do not only transfer the ideas in their minds, they also try to gain accuracy by using their vocabulary and grammar knowledge. While teaching English, following a skill-based approach in language programs has been a common practice for a long time. Those programs may sometimes include the teaching of vocabulary and grammar as separate courses. In the university where this research study was conducted, English preparatory year is optional, and there are ten-hour-a-week reading-writing, ten-hour-a-week listening-speaking and four-hour-a-week grammar courses in an academic year. In this skill-based program, grammar is thought to be an essential element to help students improve their productive skills in a more accurate manner. Therefore, the main purpose of this study is to reveal what kind of a role grammar courses have on the students’ writings. As this study was designed as a case study, one class was chosen to be studied on, and their writing portfolios were gathered and each assignment from the beginning until the end of the 2017/2018 academic year was analyzed. The data were collected by analyzing the grammar components of students’ writings and a comparison was made in order to see whether there was a match between the order of grammar topics covered and the use of them in the writing products.

Keywords:

English preparatory year, grammar, teaching English, writing,

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