A COMPARATIVE ANALYSIS OF ENGLISH LANGUAGE TEACHING (ELT) AND ENGLISH LANGUAGE AND LITERATURE (ELL) STUDENTS’ LEVEL OF RECOGNITION OF EXTENDED COMPLEX SENTENCES

Complex sentences are formulated by combining an independent or a main clause with a dependent or a subordinate clause. This sentence type can be extended at the beginning, in the middle or at the end of the sentence, which makes these sentences even harder to recognize on the part of the learners. For this reason, the present study particularly aims at finding out to what extent first year English Language Education (ELT) students and English Language and Literature (ELL) students, as prospective language professionals, can recognize extended complex sentences among other sentence structures such as simple, compound, and compound-complex sentences. The present paper attempts to reveal if there is any significant difference between first year ELT students and Literature students’ level of recognition after the six-hour remedial teaching. 40-question multiple choice English test was administered to the participants. The alternatives of the test are composed of simple, compound, complex and extended complex sentences and the participants are expected to recognize and mark the extended complex ones among the others. Findings which were analyzed using SPSS 21 reveal that all (100%) ELT students and 93% of the ELL students cannot recognize extended complex sentences before the instruction. However, both groups’ scores increased significantly after the intervention. The current study also indicates that students at the ELT department performed significantly better than the ones at the Literature Department after the six-hour instruction.

İNGİLİZCE ÖĞRETMENLİĞİ VE İNGİLİZ DİLİ EDEBİYATI ÖĞRENCİLERİNİN UZATILMIŞ BİRLEŞİK CÜMLELERİ ANLAMA DÜZEYLERİNİN KARŞILAŞTIRMALI OLARAK İNCELENMESİ

Akademik alanda en sık karşılaşılan birleşik cümle yapısı bir ana cümle bir de yan cümlenin birleşiminden oluşmaktadır. Birleşik cümleler cümlenin başından, ortasından ya da sonundan uzatılarak daha da karmaşık hale gelmekte ve bu da öğrenenlerin bu yapıyı ayırt etmelerini zorlaştırmaktadır. Bu sebeple, bu çalışma gelecekte İngilizceyi profesyonel bir şekilde kullanacak olan İngilizce Öğretmenliği ve İngiliz Dili ve Edebiyatı öğrencilerinin bu yapıyı basit, sıralı ve bileşik cümle yapıları arasından hangi ölçüde ayırt ettiklerini araştırmıştır. Ayrıca çalışma öğrencilere sağlanan altı saatlik eğitimin sonunda her iki gruptaki katılımcıların cümle yapısını tanıma düzeylerinde istatistiksel olarak anlamlı bir değişiklik olup olmadığını araştırma girişimindedir. Katılımcılara ön test ve son test de 40 soruluk çoktan seçmeli bir test uygulanmıştır. Seçenekler basit, sıralı, birleşik, ve uzatılmış birleşik cümlelerden oluşmaktadır ve katılımcıların bu seçenekler arasından uzatılmış cümle yapısını tanıyıp belirlemeleri beklenmiştir. SPSS 21 kullanılarak analiz edilen veriden çıkan bulgular her iki grupta da tüm katılımcıların ön test skorlarına bakılırsa İngilizce Öğretmenliğindeki öğrencilerin hiçbirininin ilgili yapıyı tanıyamadığını, İngiliz Dili ve Edebiyatındaki öğrencilerin ise % 93 ’ünün bu yapıyı tanıyamadıklarını göstermektedir. Fakat verilen eğitim sonunda ise her iki grupta da doğru cevap sayılarında artış görülmüştür. Ayrıca bu çalışmanın bulguları İngilizce Öğretmenliği öğrencilerinin gelişiminin 6 saatlik eğitimden sonra istatistiksel olarak diğer gruptan büyük oranda farklı bir ilerleme olduğunu göstermiştir.

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Turkish Studies - Educational Sciences-Cover

ISSN: 2667-5609
Yayın Aralığı: Yılda 6 Sayı
Başlangıç: 2006
Yayıncı: ASOS Eğitim Bilişim Danışmanlık Otomasyon Yayıncılık Reklam Sanayi ve Ticaret LTD ŞTİ