THE EFFECT OF L1 READING COMPREHENSION, L2 GRAMMAR AND VOCABULARY KNOWLEDGE ON L2 READING COMPREHENSION OF 1ST AND 4TH YEAR ELT STUDENTS

Bazı çalışmalar, yabancı dil öğrenmenin ana becerilerinden biri olan okuduğunu anlama becerisinin yabacı dildeki akademik başarıyı sağlamak için gerekli olan en öne mli beceri olduğu görüşünü öne sürmektedirler (McDonough and Shaw, 1993; Ostler, 1980) . Akademik başarı için bu kadar önemli olan yabancı dilde okuduğunu anlama becerisi, anadilde okuduğunu anlama, ikinci dildeki sözcük bilgisi, ikinci dilbilgisi, kodlama ve buna benzer birçok nedenden son derece etkilenmektedir. Bu çalışmanın amacı İngilizce Öğretmenliği 1. ve 4. 4ınıf öğrencilerinin anadilde okuduğunu anlama becerisinin, ikinci dildeki sözcük ve dilbilgisinin, ikinci dilde okuduğunu anlama becerisine katk ısını ortaya çıkarmaktır. Bu çalışmaya 91 İngilizce Öğretmenliği öğrencisi katılmıştır. Katılımcıların ikinci dilde okuduğunu anlama, birinci dilde okuduğunu anlama, ikinci dil sözcük bilgisi ve dilbilgisini ölçmek için 4 farklı standart test uygulanmıştır . Test sonuçlarını korelasyon ve çoklu regresyon analizleri uygulanmış analizler sonunda 1. sınıf İngilizce öğretmenliği öğrencilerinin ikinci dilde okuduğunu anlama beceresine, sırasıyla ikinci dildeki sözcük bilgisi, ikinci dil dilbilgisi ve ana dilde ok uduğunu anlama becerilerinin katkı sağladığı ortaya çıkmıştır. Bezer bir şekilde, 4. Sınıf öğrencilerinin ikinci dilde okuduğunu anlama becerisine ikinci dildeki sözcük bilgisi ve dilbilgisi katkı sağlarken, ana dilde okuduğunu anlama becerisinin katkısı olmamıştır. Bu çalışma İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerle gerçekleştirildiğinden, sonuçlar farklı ana dile sahip bağlamlara genellenemez.

iNGİLİZCE ÖĞRETMENLİĞİ 1. VE 4. SINIF ÖĞRENCİLERİNİN İKİNCİ DİLDE OKUDUĞUNU ANLAMA BECERİSİNDE ANA DİLDE OKUDUĞUNU ANLAMA, İKİNCİ DİLDEKİ SÖZCÜK VE DİLBİLGİSİNİN ETKİSİ

Reading comprehension is one of the main language ability and some studies have proposed that it is the most important skill needed by L2 students for academic success (McDonough and Shaw, 1993; Ostler, 1980). Being such an important skill for academic success, L2 reading comprehension is profoundly affected by various factors such as L1 reading comprehension, L2 grammatical knowledge, L2 lexical knowledge, decoding, and etc. The aim of this study is to find out the contribution of L1 reading comprehension, L2 grammatical knowledge, and L2 lexical knowledge to L2 reading comprehension of Turkish 1st and 4th grade ELT students. 91 Turkish ELT students participated in the current study. 4 different standardized tests were applied to measure L2 reading comprehension, L1 reading comprehension, L2 grammatical knowledge, and L2 lexical knowledge levels of the participants. Correlation matrix and multiple regression analysis were conducted and the analysis showed that there is high positive and significant correlation between L2 reading comprehension and L2 vocabulary, L2 grammatical knowledge, and L1 reading comprehension of 1st grade ELT students respectively. Similarly, L2 vocabulary, L2 grammatical knowledge have positive and significant contribution to L2 reading comprehension of 4th grade ELT students while L1 reading comprehension does not have significant contribution to L2 reading comprehension of 4h grade ELT students. The current study has been conducted with Turkish students who are learning English as a second language. Therefore, the results might be limited to Turkish ELF learners and might not be generalized to other L1 contexts. The findings of the study have been discussed with reference to the literature and pedagogical implications have been suggested

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