Zihin kirliliği yabancı dilde okumayı zorlaştırabilir

Bir üniversitenin hazırlık sınıfındaki aynı Türk öğrenciler (N=35), alt orta seviyedeki aynı okuma parçasıyla bir ay arayla 2 kere test edildi. İlk durumda öğrencilere 40 dakikalık bir vahşi yaşam belgeseli izletildikten sonra ders sırasında okuma parçası verildi (ilk test). Bir ay sonra aynı sınıf ortamında, öğrencilere aynı okuma parçası (son test) verilmeden önce 40 dakika boyunca ünlü video paylaşım sitelerinden toplanmış şiddet, korku, erotik ve komedi içerikli zihinsel kirliliğe yol açacak videolar gösterildi. Varsayılan şey zihin kirliliğinin öğrencilerin dengelerini bozarak zihinsel fonksiyonlarını dağıtarak öğrencilerin hafızasını yavaşlatacağı ve dolayısıyla yabancı dilde yazılı okuma parçasını anlamaya da engel olacağıdır. Eşleştirilmiş iki grup arasındaki farkların testine ve tek grup Kolmogorov-Smirnov testine dayalı istatistiksel sonuçlar zihin kirleticilere maruz kalmanın yabancı dildeki okuma parçasını anlamada fark edilir derecede olumsuz etkilere neden olduğunu göstermiştir.

Mental pollution impedes foreign language reading comprehension

The same Turkish foreign language learners of a university preparatory school (N=35) were tested twice on the same preintermediate reading passage within one month interval. In the first condition students were given the reading test (pre-test) during the class time upon watching a documentary on wild life for 40 minutes. After a month before they were given the same reading test (post –test) in the same classroom setting, they were shown mental pollutants - a compilation of various videos with violent, scary, erotic, and comedic content from popular video-sharing websites for 40 minutes. It was hypothesized that mental pollutants would contaminate students’ mind by distracting emotional states and slowing mental processes and thus impeding the comprehension of foreign language reading material. The statistical results based on T-test Paired Samples Statistics and One- Sample Kolmogorov-Smirnov Test show that exposure to mental pollutants remarkably results in poor L2 reading comprehension.

PDF

___

AKGUL Aziz & CEVIK Osman (2003). İstatistiksel Analiz Teknikleri, Ankara, Emek Ofset.
ALLEN Mike, D‟ALESSIO Dave, & Brezgel, K.A. (1995). A meta-analysis summarizing the effects of pornography: II. Aggression after exposure. Human Communication Research, 22, 258–283.
ANDERSON Craig A., BERKOWITZ Leonard, DONNERSTEIN, Edward, HUESMANN L. Rowel, JOHNSON James D., LINZ Daniel, et al. (2003). The influence of media violence on youth. Psychological Science in the Public Interest, 4(3), 31-110.
ANDERSON Craig A. & BUSHMAN Brad J. (2002). The effects of media violence on society. Science, 295(5564), 2377-2378.
ANDERSON Daniel K. & REED W. Michael (1998). The effects of Internet instruction, prior computer experience, and learning style on researchers‟ Internet attitude and knowledge. Journal Educational Computing Research, 19(3), 227–246.
BADDELEY Alan D. (2003). Working memory and language: an overview. Journal of Communication Disorders, 36, 189–208.
BUCHMAN, D., & Funk, J. B. (1996). Video and computer games in the ‟90s: Children report time commitment and game preference. Children Today, 31, 12–15.
BUSHMAN Brad J. (2005). Violence and sex in television programs do not sell products in advertisements. Psychological Science, 16, 702-708.
BUSHMAN Brad J. & BONACCI Angelica M. (2002). Violence and Sex Impair Memory for Television Ads. Journal of Applied Psychology, 8(3), 557–564.
BUSHMAN Brad J., & HUESMANN L. Rowell (2001). Effects of televised violence on aggression. In Dorothy G. Singer & Jerome L. Singer (Eds.), Handbook of children and the media (pp. 223-254). Thousand Oaks, CA: Sage.
CETIN Yakup & FLAMAND Lee (2010). Mental Pollution Hypothesis and Foreign Vocabulary Retention. Poznan Studies of Contemporary Linguistics, 46(3), 275-293.
CHEN, D. (1997). Computerization in education. In Y. Kashti, M. Arieli, & S. Laski (Eds.), The teaching and education lexicon (pp. 348–349). Tel-Aviv, Israel: Tel-Aviv University, RAMOT.
CHRISTAKIS Dimitri. A.; ZIMMERMAN Frederick J.; DIGIUSEPPE David L.; & MCCARTY Carolyn A. (2004). Early television exposure and subsequent attentional problems in children. Pediatrics, 113(4), 708-713.
COMMON SENSE MEDIA. (2008). Last accessed April 20, 2011. www.commonsensemedia.org http://www.screensmart.ca/assets/docs/CSM_media+health.pdf
COOK Vivian (2001). Second language learning and language teaching. (3rd ed.) Arnold. London.
COWAN Nelson (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87–185.
CONWAY Andrew R. A., KANE Michael J., BUNTING Michael F., HAMBRICK D. Zach,
WILHELM Oliver & ENGLE Randall W. (2005). Working memory span tasks: A methodological review and user‟s guide. Psychonomic Bulletin & Review,12, 769–786.
CSIKSZENTMIHALYI Mihaly (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
DALY Laura A. & PEREZ Linda M. (2009). Exposure to Media Violence and Other Correlates of Aggressive Behavior in Preschool Children. Early Childhood Research & Practice. 11(2), 1-13.
FUNK Jeanne B. (2003). Violent video games: Who‟s at risk? In D. Ravitch, & J. Viteritti (Eds.), Kid stuff: Marketing violence and vulgarity in the popular culture (pp. 168–192). Baltimore, MD: Johns Hopkins University Press.
GASS Susan, MACKEY Alison, Alvarez-Torres Maria Jose, and Fernández-García Marisol (1999). The effects of task repetition on linguistic output. Language Learning, 49, 549– 581.
GASS Susan, LEE Junkyu., and ROOTS Robin (2007). Firth and Wagner: new ideas or a new articulation? Modern Language Journal, 91, 786–797.
GENTILE Douglas A. & WALSH David (2002). A normative study of family media habits. Journal of Applied Developmental Psychology, 23, 157–178.
Gordon RG Jr (Ed.) (2005). Ethnologue: Languages of the world (15th edition). Dallas: Sil International. Accessed June 2009, http://www.ethnologue.com/
HUESMANN L. Rowell; MOISE-TITUS Jessica; PODOLSKI Cheryl-Lyn; & ERON Leonard D. (2003). Longitudinal relations between children‟s exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977-1992. Developmental Psychology, 39(2), 210-221.
HUNT R. Reed, & ELLIS Henry C. (1999). Fundamentals of cognitive psychology (6th ed.). Dubuque, IA: McGraw-Hill College.
JOHNSON Jeffrey G.; COHEN Patricia; SMAILES Elizabeth M.; KASEN Sephanie; & BROOK Judith S. (2002). Television viewing and aggressive behavior during adolescence and adulthood. Science, 295(5564), 2468-2471.
KIEFER Markus, SCHUCH Stefanie, SCHENCK Wolfram and FIEDLER Klaus. (2007). Emotion and memory: Event-related potential indices predictive for subsequent successful memory depend on the emotional mood state. Advances in Cognitive Study, 3(3), 363–373.
KRASHEN Stephen D. 1985. The input hypothesis: Issues and implications. London: Longman.
KUNKEL Dale, COPE-FARRAR Kirstie, FARINOLA Wendy Jo, BIELY Erica, ROLLIN E., &
DONNERSTEIN Edward (1999). Sex on TV. Menlo Park, CA: Kaiser Family Foundation.
LAM Yvonne. (2000). Technophobia or technophilia? A preliminary look at why second language teachers do or do not use technology in their classrooms. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 56(3), 389– 420.
LANG Annie, NEWHAGEN John, & REEVES Byron (1996). Negative video as structure: Emotion, attention, capacity, and memory. Journal of Broadcasting and Electronic Media, 40, 460–477.
LEDOUX Joseph (2002). Synaptic self: How our brains become who we are. New York: Viking Press.
LEE Doohwang and LaRose Robert. (2007). A socio-cognitive model of video game usage. Journal of Broadcasting and Electronic Media, 51(4). 632–650.
LEVIN Diane E. (2003). Teaching young children in violent times: Building a peaceable classroom. 2d ed. Cambridge, MA: Educators for Social Responsibility; Washington, DC: NAEYC.
LIGHTBOWN Patsy M. and SPADA Nina. (1999). How languages are learned. Oxford: Oxford University Press.
MCCARTHY Michael (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.
MIYAKE Akira, and SHAH Priti. (Eds.). (1999). Models of Working Memory: Mechanisms of Active Maintenance and Executive Control. Cambridge, UK: Cambridge University Press.
PENG Hsinyi, SU Yi-Ju, CHOU Chien. ve TSAI Ching-Chang. (2009). Ubiquitous knowledge construction: mobile learning re-defined and a conceptual framework. Innovations in Education and Teaching International, 46(2), 171-183.
PEARSON David P., Johnson, D., 1978. Teaching Reading Comprehension. Holt, Rinehart, and Winston, New York.
PERRY Ronald Alan (2004). Foreign language acquisition and individual learner traits. A look at some spectacularly successful language learners. Revista de Ciencias Humanas, 33, 67- 83.
PRAH Kwesi Kwaa (2002). Language, neo-colonialism, and the African development challenge. TRIcontinental No. 150 (Havanna, Cuba). İKİ YANA YASLANACAK
RIEBER Lloyd P. (1996). Seriously Considering Play: Designing Interactive Learning Environments Based on the Blending of Microworlds, Simulations, and Games. Educational Technology Research and Development, 44, 43–58.
ROBERTS Donald (2000). Media and youth: Access, exposure, and privatization. Journal of Adolescent Health, 27(2), 8-14.
ROBINSON Thomas N., WILDE Marta L., NAVRACRUZ Lisa C., HAYDEL K. Farish, &
VARADY Ann. (2001). Effects of reducing children‟s television and video game use on aggressive behavior: A randomized controlled trial. Archives of Pediatrics & Adolescent Medicine, 155, 17–23.
ROSENFIELD Israel. 1988. The invention of memory. A new view of the brain. New York: Basic Books.
SCHMIDT Marie Evans, & VANDERWATER Elizabeth A. (2008). Media and attention, cognition, and school achievement. The Future of Children, 18, 63–85.
THOMAS Peter & MACREDIE, Robert (1994). Games and the Design of Human-Computer Interfaces. Educational Technology, 31, 134–42.
TONER Gregory, BARR David, MARTINS Sofia Carvalho & Vicky Wright (2008). Multimedia language learning in higher education in the UK.
http://www.arts.ulster.ac.uk/lanlit/cetl/news/survey/index.html.
TSCHIRNER Erwin (2001). Language acquisition in the classroom: The role of digital video. Computer Assisted Language Learning, 14 (3/ 4), 305–319.
WILLIAMSON Sarah S., KOSMITZKI Corinne, & KIBLER John L. (1995). The effects of viewing violence on attention in women. The Journal of Psychology, 129, 717–721.