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The Function of Literary Materials in Efficient Foreign Language Education

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The Function of Literary Materials in Efficient Foreign Language Education ISTANBUL SABAHATTIN ZAIM UNIVERSITY INSTITUTE OF SOCIAL SCIENCES DEPARTMENT OF ENGLISH LANGUAGE TEACHING THE FUNCTION OF LITERARY MATERIALS IN EFFICIENT FOREIGN LANGUAGE EDUCATION MA THESIS Esra İBAS Istanbul Mart, 2019 ISTANBUL SABAHATTIN ZAIM UNIVERSITY INSTITUTE OF SOCIAL SCIENCES DEPARTMENT OF ENGLISH LANGUAGE TEACHING THE FUNCTION OF LITERARY MATERIALS IN EFFICIENT FOREIGN LANGUAGE EDUCATION MA THESIS Esra İBAS Supervisor Prof. Dr. İbrahim YILGÖR Istanbul March, 2019 i ii ACKNOWLEDGEMENTS This thesis would not have been possible without the help and support of many people. First of all, I count myself very fortunate to have had Prof. Dr. İbrahim YILGÖR as my supervisor, and I would like to thank him for his patience, advice and support during the whole process of writing my thesis. Secondly, I would like to thank Dr. Emrah GÖRGÜLÜ and Dr. Gamze SABANCI UZUN for their valuable contribution to the assessment of this study. I also would like to thank my numerous friends who endured this long process with me, always offering support and love. I, also wish to express my gratitude to all who have encouraged and supported me throughout my academic career. And, finally, thanks to my family members for supporting and encouraging me to pursue my Master’s studies. I would like to thank them for their constant love and patience. Esra İBAS İstanbul, March 2019 iii ABSTRACT THE FUNCTION OF LITERARY MATERIALS IN EFFICIENT FOREIGN LANGUAGE EDUCATION Esra İBAS M. A., Department of English Language Teaching Supervisor: Prof. Dr. İbrahim YILGÖR March, 2019 - Page: 186 + xiv Even though education is described in various ways, if we think of it in a general sense, it is a process that emotionally, physically, and mentally improves a person’s competency towards identified objectives that they originally had, then we can say that it is a process that continuously changes and develops in time, under the light of accumulation of knowledge and experience. Accordingly, so as to educate individuals with high language skills, renewing foreign language education in parallel with the improvements of our age gains importance. When foreign language education of our country is examined, it can be seen that a teacher-centered approach is being implemented in general. In the current system, even though students are being taught at least one foreign language throughout their education, they cannot develop their language skills at the desired level. Although there have been many improvements made in foreign language education as a whole through betterments and various projects, it can be evaluated that the desired level is not reached yet. Hence, in order to find out new ways and methods for more effective foreign language teaching at Middle School level, this research was conducted. Mainly descriptive quantitative survey method had been applied in this study. The population of the study is comprised of state secondary schools in Küçükçekmece district of İstanbul. But the large size of the determined district, economic difficulties and time limitations to reach these schools compelled to form a study group which is limited to nine state schools with theirs 60 teachers and 80 students. iv In addition, to collect qualitative data, 53 teachers’ and 113 students’ opinions were taken via interview questions. The reliability and validity analysis was done. ANOVA and the Sidak Binary comparison test were applied to find out participants’ opinions about foreign language teaching. It is clear that using student-centered approach, teachers shall get their students become more active and shares the responsibility of learning. Also, especially by using literary materials, the student’s interest, attention and motivation would be increased even more, so eventually the efficiency of foreign language education system would be increased to the expected, desired and commonly referred level. As a result, by using literary materials, such as songs, nursery rhymes, riddles, tongue twisters, fairy tales, poems, short stories and dramas in foreign language teaching and by giving more place to the student-centered approach, it is argued that students’ foreign language skills can be increased, their horizon can be expanded and the communication and comprehension level can be augmented even more. So, it is evaluated that the effectiveness and success of foreign language teaching can be increased. Key Words: Language, Culture, Education, Language Skills, Curriculum, Course Materials, Literary Material, Riddles, Songs, Poems, Tongue Twisters v ÖZET ETKİN YABANCI DİL EĞİTİMİNDE EDEBİ MATERYALLERİN İŞLEVİ Esra İBAS Yüksek Lisans, İngiliz Dili Eğitimi Tez Danışmanı: Prof. Dr. İbrahim YILGÖR Mart, 2019 - Sayfa: 186 + xiv Eğitimi, değişik şekillerde tanımlanmasına rağmen, genel manada bir insanın duygusal, bedensel ve zihinsel olarak sahip olduğu yeteneklerin, belirlenen amaçlar doğrultusunda geliştirilmesi faaliyeti olarak düşünecek olursak, o zaman bunun çağa uygun olarak sürekli değişen ve gelişen, birikim ve tecrübeler ışığında yenilenen bir süreç olduğunu söyleyebiliriz. Bu doğrultuda ‘dil becerileri yüksek’ bireyler yetiştirmek maksadıyla yabancı dil eğitiminin de çağımızdaki gelişmelere paralel olarak yenilenmesi önem arz etmektedir. Ülkemizde uygulanan yabancı dil eğitim sistemi incelendiğinde, genelde öğretmen merkezli bir eğitim ve öğretim sisteminin uygulandığı görülmektedir. Mevcut yapıda öğrenciler tüm eğitim ve öğretimleri süresince en az bir yabancı dil eğitimi almalarına rağmen yabancı dil becerilerini arzu edilen seviyede kullanamadıkları gözlenmektedir. Her ne kadar yapılan iyileştirmeler ve uygulamaya konulan çeşitli projelerle genel olarak eğitimde bir gelişme sağlanmış olsa da, henüz arzu edilen seviyeye ulaşılamadığı değerlendirilebilir. Bu çalışmada, Orta Okul seviyesinde verilen yabancı dil eğitimini daha etkin hale getirmeye yönelik bir araştırma yapılmıştır. Araştırmada nicel araştırma modellerinden korelasyon yöntemi kullanılmıştır. Çalışmanın evrenini İstanbul ili Küçükçekmece ilçesinde bulunan devlet okulları oluşturmaktadır. Ancak belirlenen ilçenin büyüklüğü, her okula ulaşmanın ekonomik zorluğu ve zaman güçlüğü göz önünde bulundurularak, araştırma grubu dokuz devlet okulunda görev yapan 60 yabancı dil öğretmeni ve 80 öğrenci ile sınırlandırılmıştır. Ayrıca, nitel araştırma kapsamında 53 öğretmen ve 113 öğrencinin anket soruları ve mülakatlarla görüşleri alınmıştır. Alınan görüşler güvenilirlik ve geçerlilik testine tabi tutulmuştur. vi ANOVA ve Sidak Binary testleri uygulanarak grupların yabancı dil eğitimi konusundaki görüşleri ortaya çıkarılmıştır. Öğrenci merkezli bir eğitim ve öğretim sisteminde öğrencilerin öğrenme konusunda daha aktif hale geleceği, öğrenmede sorumluluğu paylaşacağı bir gerçektir. Eğitim müfredatında özellikle edebi materyallerin kullanılmasıyla da öğrencilerin öğrenmeye karşı ilgi, dikkat ve motivasyonlarının daha da artırılarak eğitim ve öğretimde beklenilen ve sık sık dile getirilen seviyeye ulaşılacağı düşünülmektedir. Sonuç olarak, yabancı dil eğitiminde şarkı, ninni, film, bilmece, tekerleme, peri masalı, kısa hikâye, tiyatro ve şiir gibi edebi materyallerin kullanılmasının ve eğitim ve öğretim sisteminde öğrenci merkezli bir eğitim ve öğretim sistemine daha fazla yer verilmesinin, öğrencilerin yabancı dil becerilerini yükseltilebileceği, öğrenme ufuklarını genişletilebileceği, iletişim seviyesi ve kavrama düzeylerini artırabileceği ortaya konulmaya çalışılmıştır. Böylece yabancı dil eğitiminde etkinliğin ve başarının artırılabileceği değerlendirilmiştir. Anahtar Kelimeler: Dil, Kültür, Eğitim, Dil Becerileri, Müfredat, Ders Kitapları Edebi Materyal, Bilmeceler, Şarkılar, Şiirler, Tekerlemeler vii TABLE OF CONTENTS THESIS APPROVAL…………..............................…………………………………i SCIENTIFIC ETHIC DECLARATION …..………………………………..…….ii ACKNOWLEDGEMENTS…...…...…………………………......……..………....iii ABSTRACT………………………………...……...………………………….....….iv ÖZET…………………..…………………………………………………………....vi TABLE OF CONTENTS………………...………………………………….……viii LIST OF TABLES………………………………...……………………………….xii LIST OF ABBREVIATIONS………………………...….………….....…………xiv CHAPTER ONE INTRODUCTION 1.1. Purpose of the Study..……………………………………………...…………1 1.2. Statement of the Problem…………..……………………………………..…..2 1.3. Research Questions of the Study….....…………………..……...…..…..........6 1.4. Outline of the Study......…………………….…………………….………..…8 1.5. Assumptions of the Study…..……………..………………………..……...…8 1.6. Limitations of the Study………………..…………..……..………………......9 1.7. Definitions of Terms…………..………………..…………...………………10 CHAPTER TWO LITERATURE REVIEW 2.1. What is Language?………..………….…………....….....………….…….......12 2.2. Properties of Language…….…………..……………………...…...…….…....14 2.3. Mother Language vs. Foreign Language……….…..…..........…………....…..15 viii 2.4. Importance of Foreign Language…………………..……….…..………….....19 2.5. Necessary Conditions in the Acquisition of Target Language…...……...........22 2.6. The Influence of Motivation in Learning a Foreign Language…......………...26 2.7. Learning Theories…...…….....…………..……..………………......…....……28 2.7.1. Piaget’s Theory .……………………….…………..…………....……...28 2.7.2. Noam Chomsky’s Theory.………………...……….……...…...……….29 2.7.3. Vygotsky’s Theory.…………………………...…….……..…….……...30 2.7.4. Howard Gardner’s Multiple Intelligence Theory..……...….…..............30 2.8. Learning Methods………..…..…………....………………….……….…....…31 2.9. Language and Literary Culture………..…………..…..……….……….......…33 2.10. Making Use of Literary Materials in Language Teaching................................40 2.11. Teachers’
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