Tonal ve Atonal Akor Kullanımının İngilizce Cümle Yapısı Öğrenme Üzerindeki Etkileri

Bu çalışmada, tonal ve atonal akor dizilimleri kullanımının, ilkokul öğrencilerinin İngilizce cümle yapısını öğrenmeleri üzerindeki etkileri incelenmiştir. Çalışmaya toplam 42 ilkokul üçüncü sınıf öğrencisi gönüllü olarak katılmıştır. Çalışmanın desenini, ön-test ve son-test kontrol gruplu yarı deneysel desen oluşturmuştur. Deney gruplarında ve kontrol grubunda, İngilizce geçmiş zaman konusunu içeren toplam dört ders işlenmiştir. Dersler kontrol grubunda, tekrar ve boşluk doldurma gibi İngilizce dersi öğretim programındaki mevcut etkinliklerle gerçekleştirilirken, deney gruplarında bunlara ek olarak ya atonal, ya da tonal akorlarla oluşturulmuş bir şarkı aracılığıyla gerçekleştirilmiştir. Öğrencilerin İngilizce cümle yapısına ilişkin öğrenmeleri, bu araştırmada geliştirilen "İngilizce Cümle Yapısı Testi" aracılığıyla ölçülmüştür. Bulgular, öğretimin atonal akorlarla hazırlanmış bir şarkı aracılığıyla gerçekleştirilmesinin, hem aynı şarkının tonal akorlarla hazırlanmış bir versiyonuyla gerçekleştirilmesine, hem de yalnızca mevcut etkinliklere dayalı olarak gerçekleştirilmesine göre anlamlı düzeyde daha etkili olduğunu göstermiştir. Bulgular ayrıca, öğretimin tonal akorlarla hazırlanan şarkı ile gerçekleştirilmesinin, yalnızca mevcut etkinliklere dayalı olarak gerçekleştirilmesine göre daha etkili olmadığını da göstermiştir

The Effects of Using Tonal and Atonal Chords on English Sentence Structure Learning

The effects of using tonal and atonal chord sequences on elementary schools students' English sentence structure learning were examined in the present study. A total of 42 third-grade elementary school students voluntarily participated in the study. A pre-test and post-test with control group quasi-experimental design formed the design of the study. In experimental groups and control group, students were taught past tense structure during four-lesson phases. Lessons were taught through the current activities in English language lesson curriculum such as repeating and fill in the blanks in control group; whereas, in addition to these, they were taught either through a song played with atonal-chord or a song played with tonal-chord in experimental groups. Students' learning rates regarding the sentence structure in English were assessed via the "Sentence Structure in English Multiple-Choice Test", originally developed in the study. Findings showed that teaching the topic through a song played with atonal-chord was significantly more effective than teaching the topic both through tonal-chord version of the song and the current curricular activities only. Findings also showed that teaching English sentence structure to students through a song played with tonal-chord was not more effective than teaching the same topic through the current curricular activities only

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