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Çukurova University the Instutute of Social Science English Language Teaching Department ÇUKUROVA UNIVERSITY THE INSTUTUTE OF SOCIAL SCIENCE ENGLISH LANGUAGE TEACHING DEPARTMENT TEACHERS’ VIEWS ABOUT AND APPROACHES TO READING INSTRUCTION AND READING STRATEGIES Aysun YURDAIIK MASTER OF ARTS Adana, 2007 ÇUKUROVA UNIVERSITY THE INSTUTUTE OF SOCIAL SCIENCE ENGLISH LANGUAGE TEACHING DEPARTMENT TEACHERS’ VIEWS ABOUT AND APPROACHES TO READING INSTRUCTION AND READING STRATEGIES Aysun YURDAIIK Advisor: Assist. Prof. Dr. Nee CABAROLU MASTER OF ARTS Adana, 2007 We certify that this thesis is satisfactory for the award of the degree of M.A. Supervisor : Assist. Prof. Dr. Nee CABAROLU Member of Examining Committee: Assist. Prof. Dr. Jülide NÖZÜ Member of Examining Committee: Assist. Prof. Dr. Meral ATICI I certify that this thesis conforms to the formal standards of the Institute of Social Sciences. Prof. Dr. Nihat KÜÇÜKSAVA Director of Institute PS: The uncited usage of reports, charts, figures, and photographs in this thesis, whether or original quoted from other sources, is subject to the Laws of Works of Art and Thought NO:5846. Not: Bu tezde kullanılan özgün ve baka kaynaktan yapılan bildirilerin, çizelge, ekil ve fotorafların kaynak gösterilmeden kullanımı, 5846 Sayılı Fikir ve Sanat Eserler Kanunu’ndaki hükümlere tabidir. i ÖZET ÖRETMENLERN OKUMA ÖRETM VE OKUMA STRATEJLER LE LGL GÖRÜ VE YAKLAIMLARI Aysun YURDAIIK Yüksek Lisans Tezi, ngiliz Dili Eitimi Anabilim Dalı Danıman: Yrd. Doç. Dr. Nee CABAROLU Eylül, 2007, 120 sayfa Bu çalıma üniversitelerin hazırlık okullarında çalıan okutmanların okuma öretimi ve okuma stratejileri ile ilgili görü ve yaklaımlarını görmek amacıyla yapılmıtır. Çalımaya 2006-2007 öretim yılında Ça Üniversitesi, Çukurova Üniversitesi ve Mersin Üniversitesi hazırlık okullarında çalıan 50 okutman katılmıtır. Aratırmada belirlenen soruları yanıtlamak için katılımcılara anket uygulanmıtır. Anketten alınan yanıtlar ve katılımcıların çalıtıı üniversiteler dorultusunda 6 katılımcıyla görüme yapılmıtır. Katılımcıların okuma öretimi ve okuma stratejileri ile ilgili görü ve yaklaımlarını incelemek için yabancı dilde nasıl bir okuyucu oldukları, okuma dersini nasıl verdikleri, okuma dersinde karılatıkları sorunlar ve sınıfta okuma stratejileri öretip öretmedikleri ele alınmıtır. Aynı zamanda katılımcıların günlük hayatlarında okuma stratejileri kullanmalarının derse nasıl yansıdıı üzerinde de durulmutur. Çalımanın sonuçları, yabancı dilde okuma konusunda okutmanların bilinmeyen kelimeleri ve örencinin daha önce karılamadıı konuları karılaılan en önemli sorun olarak gördüünü, iyi bir okuma dersinde okuma stratejilerinin öretilmesi gerektiini, okutmanların okuma öncesi stratejileri okuma sonrası stratejilerden daha fazla kullandıklarını, günlük hayatlarında okuma stratejileri kullanan katılımcıların derste daha fazla okuma stratejileri üzerinde younlatıını ortaya koymutur. Anahtar Kelimeler: Okuma, Okuma stratejileri, Öretmenlerin görüleri. ii ABSTRACT TEACHERS’ VIEWS ABOUT AND APPROACHES TO READING INSTRUCTION AND READING STRATEGIES Aysun YURDAIIK Master Thesis, English Language Teaching Department Supervisor: Assist. Prof. Dr. Nee CABAROLU September, 2007, 120 pages This study was conducted to examine teachers’ views about and approaches to reading instruction. The study was carried out with 50 participants working at preparatory schools of Ça University, Çukurova University, and Mersin University. In order to answer the research questions a questionnaire and in-depth interviews were conducted. According to the results of the questionnaire and the institutions they worked at, 6 participants were chosen for the interviews. The purpose of this study was to investigate teachers’ views about and approaches to reading instruction at university preparatory levels; as to how teachers view themselves as readers of L2, how they think reading is taught, their concerns about reading instruction and if they are using reading strategies in the classroom. We also investigated the relationship between how teachers viewed themselves as readers and how this was reflected in their teaching. The results of the study revealed that teachers think unknown vocabulary and unfamiliar topic are the most common difficulties students face with comprehending a text. An ideal reading instruction should include reading strategies, teachers use more pre-reading strategies than post-reading strategies, participants who use reading strategies in their daily lives make more use of reading strategies in class. Key words: Reading, Reading strategies, Teachers’ beliefs. iii ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis advisor, Assist. Prof. Dr. Nee Cabarolu, for her genuine interest, invaluable help, and continuous support throughout the preparation of my thesis. I also wish to thank Assist. Prof. Dr. Hülya Yumru, Assist. Prof. Dr. Tijen Türeli, Assist. Prof. Dr. Jülide nözü, and Assist. Prof. Dr. Sabahattin Çam for guiding me in my study and for giving their time and expertise. I am gratefully indebted to Hamdi Önal, director of preparatory school of Ça University, for his understanding and support during my study. Many thanks go to my colleagues at Ça University. They were both encouraging and helpful. My greatest and sincere thanks to Eda Haimolu, Pınar güzar, Nadya Baltalı, Merih Karacaolu, Neriman Göncüolu, Serkan Balta and Sylvia Rodriguez for their invaluable friendship and endless support throughout the year. Finally, I am grateful to my family for their continuous encouragement and support throughout the year and for their love throughout my life. I thank my father Nebi Yurdaıık and my mother Yüksel Yurdaıık. I especially thank my sister Dilhun Yazgan and my brother-in-law Uur Yazgan. Thank you very much. iv TABLE OF CONTENTS ÖZET ................................................................................................................................. i ABSTRACT .....................................................................................................................ii ACKNOWLEDGEMENTS.............................................................................................iii LIST OF TABLES........................................................................................................... vi LIST OF APPENDICES................................................................................................viii CHAPTER I INTRODUCTION 1.1. Background of the Study ....................................................................................... 1 1.2. Statement of the Problem....................................................................................... 2 1.3. Purpose of the Study.............................................................................................. 3 1.4. The Research Questions......................................................................................... 4 1.5. Operational Definitions.......................................................................................... 4 CHAPTER II LITERATURE REVIEW 2.1. Reading and the Reading Process.......................................................................... 5 2.2. Schema Theory ...................................................................................................... 7 2.3. Reading Strategies ................................................................................................. 9 2.3.1. Definition of Reading Strategies................................................................. 9 2.3.2. Categorization of Reading Strategies ....................................................... 10 2.3.3. Studies on Reading Strategies................................................................... 13 2.4. Reading Instruction.............................................................................................. 17 2.5. Teachers’ Beliefs and Reading Instruction.......................................................... 21 CHAPTER III METHODOLOGY 3.1. Introduction.......................................................................................................... 25 3.2. Theoretical Framework........................................................................................ 25 3.3. Research Questions.............................................................................................. 27 3.4. Setting and Participants ....................................................................................... 29 v 3.5. Questionnaires ..................................................................................................... 29 3.5.1. Piloting the Questionnaire ........................................................................ 31 3.5.2. Distribution of the Questionnaire ............................................................. 31 3.6. Interviews............................................................................................................. 31 3.6.1 Piloting the Interviews............................................................................... 32 3.6.2. Selecting the Participants.......................................................................... 32 3.6.3. Interview Procedure……………………………………………………...33 3.7. Data Analysis....................................................................................................... 34 CHAPTER IV DATA ANALYSIS AND FINDINGS 4.1. Introduction.......................................................................................................... 36 4.2. Results of the Questionnaire................................................................................ 37
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