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Media Education in Kazakh Secondary Schools and the Role of Media Products in Foreign Language Learning

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Media Education in Kazakh Secondary Schools and the Role of Media Products in Foreign Language Learning T. C. İstanbul Üniversitesi Sosyal Bilimler Enstitüsü İngiliz Dili Eğitimi Anabilim Dalı Yüksek Lisans Tezi MEDIA EDUCATION IN KAZAKH SECONDARY SCHOOLS AND THE ROLE OF MEDIA PRODUCTS IN FOREIGN LANGUAGE LEARNING Dana Altynbekova 2501070944 Tez Danışmanı Doç. Dr. Nur Nacar Logie İstanbul 2010 ABSTRACT The media is now easily accessible to everyone and the youth is creating a new generation which is socially more aware and democratic. In the midst of this change the misinterpretation of information is quite remarkable. Accordingly, the proper analysis and evaluation of media content in Kazakh schools seem to be in deficiency. A lot of countries have successfully implemented media education by this time, while Kazakhstan has not yet integrated it up to the present time. This present research paper aims to accentuate the significance of media education in language learning and provide with the models of teaching media education as an integrated part of subjects in secondary schools in South Kazakhstan (Shymkent). Moreover, among the many factors educational, economic and social sizes of Kazakhstan are examined. In terms of writing present research paper were revealed, uses of media products in improving critical thinking ability and the possibilities which media technologies can offer to foreign language learning. In the result of surveys conducted on teachers to define the terms of media education and ways of integrating it, some affordable suggestions for future reference are offered. Another survey, conducted on the learners, gives data about the average range of media usage outside the school environment. iii ÖZ Medya artık herkes tarafından kolayca erişilebilir görünmektedir. Özellikle bu anlamda, daha fazla sosyal bilinç sahibi yeni bir nesil olarak genç nüfus, daha demokratik görüşlüdür. Bu değişim ortamında bilgiyi yanlış algılama olgusu oldukça yaygındır. Bu olgular göz önünde bulundurulduğunda medya içeriğini analiz ve değerlendirme eksikliği özellikle Kazak okullarında kendini hissettirmektedir. Bu zamana kadar gelişmiş olan ülkeler başarıyla medya eğitimini uygulayabildi fakat, bu konuda, Kazakistan medya eğitiminin müfredata dahil edilmesini henüz meydana getirmediği görülmektedir. Bu anlamda, çalışmamızdaki amaç, medya eğitimi elementlerinin bulunması gerekliliklerini irdelemek ve Kazakistan’nın Güney Ilindeki (Çimkent) okullarında yabancı dil eğitimine medya eğitimini giriştirme modellerini sunmaktadır. Ayrıca, Kazakistan’ın bu günlerdeki medya gelişiminin durumu, eğitim sistemindeki ilerlemeler ve stratejileri bilgileriyle sağlamaktadır. Bu çalışma sonucunda, medya ürünlerinin yabancı dil eğitimi derslerinde gençlerin eleştirel düşünme yeteneğini geliştirmesini sağlamasındaki yararları ve medya teknolojilerinin sunduğu olasılıkları ortaya çıkmıştır. Ayrıca, öğretmenlere yapılan anket çalışması sonucunda medya eğitimi teriminin açıklaması verilmektedir ve medya eğitimini intgre etme yolları önerilmektedir. Öğrencilere yapılan diğer anket çalısması sonucunda ise okul dışında medyayı kullanma ortalama oranı belirtilmektedir. iv ACKNOWLEDGEMENT I would like to thank my academic advisor, Asst. Prof. Dr. Nur Nacar Logie for her educational guidance throughout this study, for her insight and support. In addition, I want to thank Prof. Dr. Nilüfer Sarı Sezer, the teacher of Department of Communication, for providing me with bibliography, for her special help and supervision. Also thanks to all my teachers for their support during my master degree. Finally, my heartfelt gratitude to my family and friends for all their encouragement and unwavering confidence. v TABLE OF CONTENTS ABSTRACT ..............................................................................................................................................III ÖZ .............................................................................................................................................................. IV ACKNOWLEDGEMENT..........................................................................................................................V TABLE OF CONTENTS ......................................................................................................................... VI LIST OF FIGURES.................................................................................................................................VII LIST OF TABLES.................................................................................................................................VIII LIST OF ABBREVATIONS……………………………………………………………………..………………………….IX INTRODUCTION .......................................................................................................................................1 BACKGROUND STATEMENT .......................................................................................................................1 PROBLEM STATEMENT...............................................................................................................................1 RESEARCH QUESTION AND METHOD .........................................................................................................2 THEORETICAL FRAMEWORK AND CHAPTER ORGANIZATION .....................................................................2 1 MEDIA TERMINOLOGY AND APPROACHES TO MEDIA EDUCATION..................................4 1.1 “MEDIA” TERMINOLOGIES ..........................................................................................................4 1.2 WHAT IS THE MEDIA EDUCATION?..............................................................................................5 1.3 REASONS AND CHALLENGES IN TEACHING MEDIA EDUCATION..................................................9 1.4 MEDIA EDUCATION\LITERACY CONCEPTS ................................................................................14 1.5 IMPLICATIONS OF THE MEDIA IN EDUCATION OF SECONDARY SCHOOLS ..................................16 1.5.1 Key Conditions for Introducing the Media into Schools......................................................17 1.5.2 Key Configurations of Integrating Media Education...........................................................19 1.6 MEDIA EDUCATION IN THE USA, RUSSIA AND TURKEY CONTEXTS ..........................................20 1.6.1 Media Education in the USA ...............................................................................................21 1.6.2 Media Education in Russia ..................................................................................................24 1.6.3 Media Education in Turkey..................................................................................................26 1.7 MEDIA EDUCATION IN EUROPEAN COUNTRIES (ENGLAND, GERMAN, FRANCE) .......................28 1.7.1 Media Education in England ...............................................................................................28 1.7.2 Media Education in Germany..............................................................................................30 1.7.3 Media Education in France .................................................................................................32 2 THE MEDIA IN FLL MERGES WITH MEDIA EDUCATION.......................................................34 2.1 COGNITIVE EFFECTS OF THE MEDIA IN FOREIGN LANGUAGE LEARNING ..................................36 2.2 MEDIA TECHNOLOGIES AND FLL..............................................................................................40 2.2.1 Printed Media ......................................................................................................................43 2.2.1.1 The Importance of Using Newspapers........................................................................43 2.2.2 Non- printed Media..............................................................................................................45 2.2.2.1 Teaching Students to View TV Critically In FLL Classes ..........................................45 2.2.2.2 The Role of Radio in Foreign Language Learning.....................................................49 2.2.2.3 Computer Software and Network Assisted Language Learning.................................51 3 MEDIA EDUCATION IN KAZAKHSTAN (SOUTH KAZAKHSTAN, SHYMKENT).................55 3.1 THE MEDIA AND MEDIA TECHNOLOGIES IN KAZAKHSTAN .......................................................55 3.2 EDUCATIONAL PLANNING AND STRATEGIES IN KAZAKHSTAN ..................................................57 3.3 THE LANGUAGE OF KAZAKH MASS MEDIA...............................................................................59 3.4 TECHNOLOGICAL EQUIPMENT OF SECONDARY SCHOOLS..........................................................60 3.5 VIOLENCE AS A REASON FOR TEACHING THE MEDIA IN SHYMKENT .........................................61 3.6 MODELS FOR INTEGRATING MEDIA EDUCATION .......................................................................62 4 FINDINGS...............................................................................................................................................66 THE CASE STUDY AND METHODS ......................................................................................................66 4.1 PARTICIPANTS ...........................................................................................................................66 4.2 QUESTIONNAIRE RESULTS AND DISCUSSION .............................................................................67 CONCLUSION ..........................................................................................................................................71
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