İngilizce derslerinde resimlerle kelime öğretiminin başarıya etkisi
Küçük Resim Yok
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yapılan çalışmada, İngilizce derslerinde resimlerle kelime öğretiminin başarıya etkisinin belirlenmesi amaçlanmıştır. Araştırmanın örneklemini 2006?2007 öğretim yılının birinci döneminde Niğde Merkez Anadolu İmam Hatip Lisesi 9. sınıfında okuyan 36 kız, 20 erkek olmak üzere toplam 56 öğrenci oluşturmaktadır. Araştırmada yöntem olarak, deneysel yöntemin kontrol gruplu öntest-sontest deseni kullanılmıştır. Araştırmanın başlangıcında her iki gruba da öntest uygulanmıştır. 5 hafta süreyle her hafta 30 kelime olmak üzere toplam 150 kelime, deney grubuna resim tekniği, kontrol grubuna ise geleneksel çeviri tekniği kullanılarak verilmiştir. Bu sürenin sonunda her iki gruba da son test uygulanmış ve son testin uygulanmasından 1 ay sonra öğrenilenlerin kalıcılığını test etmek için kalıcılık testi uygulanmıştır. Ortaöğretim 9. sınıf İngilizce dersinde geçen isim, fiil ve sıfat kelime türlerinin öğretiminde resim tekniği kullanılan grup ile geleneksel çeviri tekniğinin uygulandığı grubun toplam başarıları karşılaştırıldığında son testlerde her iki grup lehine de anlamlı fark tespit edilmiştir. Ancak gruplar arasındaki fark anlamlı değildir. Her iki grubun başarıları cinsiyet değişkeni açısından karşılaştırıldığında, kız ve erkek öğrenciler arasında fark olmadığı tespit edilirken, grupların başarıları kalıcılık değişkeni açısından karşılaştırıldığında, grupların puan ortalamaları arasında anlamlı fark olmadığı; her iki grubun başarılarının kalıcılığa etkisi cinsiyet değişkeni açısından karşılaştırıldığında, kız ve erkek öğrenciler arasında anlamlı fark olmadığı tespit edilmiştir. Sonuç olarak, kelime öğretiminde geleneksel çeviri tekniği ile resim tekniğinin kullanılmasının öğrenmeye etkisi ve öğrenilenlerin kalıcılığı açısından aralarında fark olmadığı tespit edilmiştir.
The aim of this study is to determine the effects of teaching vocabulary using pictures on student achievement at the high school level. The study was performed in Niğde Anatolian Imam Hatip High School during the first term of 2006?2007 school year. The subjects were chosen from the 9th grade students and composed of 20 boys and 36 boys; totally 56 students participated in the study. An experimental research design with control and treatment groups in a pre-test / post-test format was used in the study. For 3 weeks and in each week 30 words and totally 150 words were studied during the research. The three word types in English as ? nouns, verbs and adjectives ? introduced in the 9th grade English curriculum were taught to the control group using the traditional translation method and to the treatment group using the visual technique. The findings of the study are presented below. The two groups were compared in terms of the total achievement levels and a statistically significant difference was not found between the groups one of which was instructed with traditional translation technique and the other with picture technique while teaching nouns, verbs and adjectives in the 9th class English lessons. The two groups were compared in terms of gender and no statistically significant gender difference was observed. The control and the treatment group were compared in terms of the permanency of their knowledge and no statistically significant difference was found between groups. The permanency of the groups? knowledge was compared in terms of gender and no statistically significant gender difference was observed. iii In conclusion, in vocabulary teaching there was no significant difference between visual method and traditional translation method in terms of their effects on learning and the permanency of knowledge
The aim of this study is to determine the effects of teaching vocabulary using pictures on student achievement at the high school level. The study was performed in Niğde Anatolian Imam Hatip High School during the first term of 2006?2007 school year. The subjects were chosen from the 9th grade students and composed of 20 boys and 36 boys; totally 56 students participated in the study. An experimental research design with control and treatment groups in a pre-test / post-test format was used in the study. For 3 weeks and in each week 30 words and totally 150 words were studied during the research. The three word types in English as ? nouns, verbs and adjectives ? introduced in the 9th grade English curriculum were taught to the control group using the traditional translation method and to the treatment group using the visual technique. The findings of the study are presented below. The two groups were compared in terms of the total achievement levels and a statistically significant difference was not found between the groups one of which was instructed with traditional translation technique and the other with picture technique while teaching nouns, verbs and adjectives in the 9th class English lessons. The two groups were compared in terms of gender and no statistically significant gender difference was observed. The control and the treatment group were compared in terms of the permanency of their knowledge and no statistically significant difference was found between groups. The permanency of the groups? knowledge was compared in terms of gender and no statistically significant gender difference was observed. iii In conclusion, in vocabulary teaching there was no significant difference between visual method and traditional translation method in terms of their effects on learning and the permanency of knowledge
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
