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Dilbilgisi Kavramlarinin Öğretiminde Ana Dil Kullaniminin Öğrenci Başarisina Etkileri

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Dilbilgisi Kavramlarinin Öğretiminde Ana Dil Kullaniminin Öğrenci Başarisina Etkileri T.C. DOKUZ EYLÜL ÜNİVERSİTESİ EĞİTİM BİLİMLERİ ENSTİTÜSÜ YABANCI DİLLER EĞİTİMİ ANABİLİM DALI İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMI DOKTORA TEZİ DİLBİLGİSİ KAVRAMLARININ ÖĞRETİMİNDE ANA DİL KULLANIMININ ÖĞRENCİ BAŞARISINA ETKİLERİ Meliha R. ŞİMŞEK İzmir 2009 T.C. DOKUZ EYLÜL ÜNİVERSİTESİ EĞİTİM BİLİMLERİ ENSTİTÜSÜ YABANCI DİLLER EĞİTİMİ ANABİLİM DALI İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMI DOKTORA TEZİ DİLBİLGİSİ KAVRAMLARININ ÖĞRETİMİNDE ANA DİL KULLANIMININ ÖĞRENCİ BAŞARISINA ETKİLERİ Meliha R. ŞİMŞEK Danışman Yrd. Doç. Dr. Mehmet Ali YAVUZ İzmir 2009 YEMİN Doktora tezi olarak sunduğum “Dilbilgisi Kavramlarının Öğretiminde Ana Dil Kullanımının Öğrenci Başarısına Etkileri” adlı çalışmanın, tarafımdan bilimsel ahlak ve geleneklere aykırı düşecek bir yardıma başvurulmaksızın yazıldığını ve yararlandığım eserlerin kaynakçada gösterilenlerden oluştuğunu, bunlara atıf yapılarak yararlanılmış olduğunu belirtir ve bunu onurumla doğrularım. / / 2009 Meliha R. ŞİMŞEK 1 YÜKSEK ÖĞRETİM KURULU DOKÜMANTASYON MERKEZİ TEZ VERİ FORMU Tez No: Konu No: Üniversite No: Tez Yazarının: Soyadı: ŞİMŞEK Adı: Meliha R. Tezin Türkçe Adı: Dilbilgisi Kavramlarının Öğretiminde Ana Dil Kullanımının Öğrenci Başarısına Etkileri Tezin Yabancı Dildeki Adı: The Effects of L1 Use on the Achievement of the Students in the Teaching of Grammar Concepts Tezin Yapıldığı Üniversite: Dokuz Eylül Enstitü: Eğitim Bilimleri Yıl: 2009 Diğer Kuruluşlar: Tezin Türü: 1. Yüksek Lisans Dili : Türkçe 2. Doktora Sayfa Sayısı : 200 3. Tıpta Uzmanlık Referans Sayısı : 138 4. Sanatta Yeterlilik Tez Danışmanının Ünvanı Adı Soyadı: Yrd. Doç. Dr. Mehmet Ali YAVUZ Türkçe Anahtar Sözcükler İngilizce Anahtar Sözcükler 1. İkidillilik 1. Bilingualism 2. Evrensel Dilbilgisi 2. Universal Grammar 3. Minimalist Program 3. The Minimalist Program/Minimalism 4. Yapılandırmacılık 4. Constructionism 5. Anadil Destekli Dil Öğrenme 5. L1-Assisted Language Learning i TEŞEKKÜR William Arthur Ward’a göre, sıradan öğretmen bildirir; iyi öğretmen açıklar; daha iyisi gösterir; ama seçkin öğretmen, ilham verir. Bu projenin esin kaynağı olan sevgili hocam, Yrd. Doç. Dr. Mehmet Ali Yavuz’un üzerimdeki emeği, bu çalışma ile sınırlı değildir; çünkü Henry Adams’ın belirttiği gibi, “Bir öğretmen, sonsuzluğu etkiler; etkisinin nerede duracağını asla bilemez”. Değerli hocam, Yrd. Doç. Dr. Uğur Altunay’ın deyimiyle, “Hocaların hocası”, Mehmet Ali Hocam da eşsiz kişiliği, engin bilgisi ve deneyimi ile yalnızca benim değil nicelerinin yaşamında erişmeye çalıştığı bir ülkü olmuştur. Bu nedenle, yalnızca bu çalışmaya değil yaşamıma yön veren sevgili hocam ile değerli eşi Kamuran Yavuz’a yürekten borçluyum. Carl Jung’un da belirttiği üzere, sizler gibi “insani duygularımıza dokunan” öğretmenler, minnetle anılırlar; çünkü “büyümekteki bir fidan ile bir çocuğun ruhu için en yaşamsal öge şefkattir”. Bu yüzden, ne kadar teşekkür etsem de gönül borcumu ödeyemem. Bu çalışmada, gerek ölçme araçlarının geliştirilmesi gerek uygulama sürecinde, yapıcı eleştirileri ve yardımcı önerileriyle yolumu ışıtan değerli hocalarım, Yrd. Doç. Dr. Uğur Altunay’a, Yrd. Doç. Dr. İrfan Yurdabakan’a, Yrd. Doç. Dr. İzzettin Kök’e, Yrd. Doç. Dr. Ayfer Onan’a; anabilim dalı başkanımız Prof. Dr. Gülden Ertuğrul’a ve uygulamayı başarıyla gerçekleştirebilmem için her türlü desteği veren Yabancı Diller Yüksekokulu müdürümüz Yrd. Doç. Dr. Kadim Öztürk’e en içten teşekkürlerimi sunarım. 4 Ağustos’ta kaleme almaya başladığım ve 30 Aralık 2008’de noktaladığım bu çalışmayı hızla bitirebilmem için verilerin çözümlenmesinde yardımlarını esirgemeyen Yrd. Doç. Dr. Oğuz Serin’e gösterdiği ilgi ve ayırdığı zaman için minnettarım. Son olarak, Sultan Şahin’e (editör-çevirmen), Rıza Şahin’e (Endüstri Mühendisi) ve Ümit İzgi’ye (Hacettepe Üniversitesi Araştırma Görevlisi) dostluklarından ötürü; biricik kardeşim Y. Murat Şimşek’e (Kadir Has Üniversitesi Bilgisayar Mühendisliği öğrencisi) özverisi ve sabrı için teşekkür ederim. Bu çalışma, Büyük İskender’in deyimiyle, “yalnızca varlığımı değil, iyi yaşantımı da borçlu olduğum öğretmenime”, anneme, Selma Özkul’a adanmıştır; Tanrı seni başımızdan eksik etmesin. ii İÇİNDEKİLER TEŞEKKÜR............................................................................................................ i İÇİNDEKİLER...................................................................................................... ii TABLO LİSTESİ................................................................................................... v ŞEKİL LİSTESİ.................................................................................................... vi ÖZET.................................................................................................................... vii ABSTRACT ........................................................................................................ viii GİRİŞ ..................................................................................................................... 1 Problem Durumu.................................................................................................. 1 Dilbilgisi-Çeviri Yöntemi................................................................................. 5 Düzvarım Yöntemi........................................................................................... 6 İşitsel-Dilsel Yöntem........................................................................................ 9 Bilişsel Dil Öğrenme.......................................................................................11 Guru/Tasarımcı Yöntemleri.............................................................................13 Bütüncül Fiziksel Tepki Yöntemi ................................................................13 Sessiz Yöntem.............................................................................................15 Topluluk Odaklı Dil Öğretimi .....................................................................16 Esinlemeli Yöntem......................................................................................18 Doğal Yaklaşım ..............................................................................................20 Sözcüksel Yaklaşım ........................................................................................22 İletişimsel Dil Öğretimi...................................................................................23 İçerik-Temelli Öğretim....................................................................................29 Görev-Temelli Dil Öğretimi............................................................................33 Amaç ve Önem ...................................................................................................37 Problem Cümlesi.................................................................................................37 Alt Problemler ve Denenceler .............................................................................38 Sayıltılar .............................................................................................................38 Sınırlılıklar..........................................................................................................39 Tanımlar .............................................................................................................39 iii İLGİLİ ARAŞTIRMALAR..................................................................................41 Ana Dil Kullanımına İlişkin Sınıfiçi Söylem Çözümlemeleri ..............................45 Ana Dil Kullanımına İlişkin Öğretmen ve Öğrenci Görüşlerini Betimleyen Araştırmalar........................................................................................................49 Ana Dil Kullanımının Öğrenci Başarısına Etkisi İle İlgili Araştırmalar................66 Melez Yöntemler ................................................................................................75 Artalan............................................................................................................75 Anadil Destekli Dil Öğrenme..............................................................................85 Yaklaşım.........................................................................................................86 Dil Kuramı ..................................................................................................86 Öğrenme Kuramı.........................................................................................94 Desen..............................................................................................................97 Amaçlar ......................................................................................................97 İzlence.........................................................................................................97 Öğrenme ve Öğretme Etkinliklerinin Türleri ...............................................98 Öğrenci Rolleri..........................................................................................108 Öğretmen Rolleri.......................................................................................109 Öğretim Malzemelerinin Rolü ...................................................................110 İşlem.............................................................................................................111 Sonuç............................................................................................................114 YÖNTEM............................................................................................................115 Deney Deseni....................................................................................................115
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