Yabancı dil öğretiminin okul öncesi dönemde başlatılmasının yabancı dil öğrenimine etkisi
Küçük Resim Yok
Tarih
2006
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu tez, okul öncesi dönemde yabancı dil ögretilmesinin yabancı dil ögrenimine etkisini arastırmak amacıyla yapılmıstır. Arastırma iki asamada iki yöntem kullanılarak gerçeklestirilmistir. Birinci asamada, okul öncesi dönemde yabancı dil egitimi alan ve almayan ögrenciler belirlenmistir. Bu amaca ulasmak için Betimsel Yöntemlerden ?Okul Survey? yöntemi kullanılmıstır. Bu yöntemde amaç var olan durumu oldugu sekliyle ortaya koymaktır. -kinci asamda ise deneysel yöntem kullanılmıstır. Bu asamada okul öncesi dönemde yabancı dil egitimi alan ögrenciler ve almayan ögrenciler olmak üzere iki kategori haline getirilmistir. Bu ögrenci grublarına sınıf düzeylerine göre önce hazırbulunusluk testi (ön test), konular anlatıldıktan bir ay sonra basarı testi (son test) uygulanmıstır. Çalısma grubu ilkögretim ögrencileri 1, 2, 3, 4 ve 5. sınıflardan olusmaktadır. Grupta 44 kız, 52 erken ögrenci bulunmaktadır. Toplam 96 ögrenci üzerinde çalısma yapılmıstır. Bu ögrencilerden 83'ü okul öncesi egitimi almıs, 13'ü almamıstır. Bu ögrencilerden 55'i okul öncesinde yabancı dil egitim almıs, 28'i almamıstır. Arastırmada elde edilen sonuçların bir kısmına burada kısaca yer verilmistir. 1- Okul öncesi egitiminde yabancı dil egitimi alan ve almayan ögrencilerin ön test-son test puan ortalamaları arasındaki fark, son test puanları lehine anlamlı bulunmustur. 2- Okul öncesi dönemde yabancı dil egitimi alan ögrencilerin daha basarılı oldukları bulunmustur. 3- Yabancı dil egitiminde cinsiyetin bir faktör olmadıgı bulunmustur. 4- Yabancı dil egitiminde 5. sınıf ögrencilerinin seviyelerinin 1, 2, 3 ve 4. sınıf ögrencilerine göre daha yüksek oldugu bulunmustur. 5- Yabancı dil egitimine karsı olumlu tutum içinde olan ögrencilerin, olumlu olmayan ögrencilere göre daha basarılı oldukları bulunmustur. 6- Anneleri yabancı dil bilen ögrenciler, bilmeyen ögrencilere göre daha basarılı bulunmustur. 7- Yabancı dil puan ortalaması en yüksek olan ögrencilerin algıladıkları anne tutumu ?otoriter? tutumdur. 8- Yabancı dil puan ortalamsı en düsük olan ögrencilerin algıladıkları anne tutumu ?ilgisiz-demokrat? olarak bulunmustur. Anahtar kelimeler: Okul Öncesi Egitim, Dil, Yabancı Dil Ögrenimi, Yabancı Dil Edinimi.
The purpose of this study is to investigate that how does learning second language in pre-school classes effects learning a second language. The study was conducted in two steps and the data was collected through two methods. At the first step, we explored the students those who were exposed to English as a second language during their pre-school period and who didn?t have any experience of second language before primary school. This study was applied through the ?school survey? method. The aim of this method is to identify/describe the curriculum. At the second step, we categorized these students into two on the basis of their pre-school language experiences through the experimental method. Before teaching a topic of English we applied a pretest about that topic. Then we applied a posttest a month later than teaching that subject. The participants consisted of primary school students from 1 to 5th graders. There were 96 students. The 44 of them were females and 52 of them were males. 83 of the total attended a nursery school and 13 of them didn?t. 28 of the 83 students had English classes in nursery school and 13 of them didn?t have any second language experience while attending nursery school. Some of the obtained results from this study are stated in the following items: 1- The means of the pretest and posttest scores of both groups were different than each other. This difference was in favor of the posttest scores. 2- Unlike the students who weren?t exposed to English as a second language during their pre-school period, the students who attended English classes in nursery school had higher scores in posttest. 3- The gender is not an effective factor in language training. 4- The fifth grades are more successful than the earlier grades. 5- The students who have positive manner for leaning language are more successful than the others. 6- The students whose mothers have a background of English are more successful. 7- The students who have highest means of both scores have a ?strict-mother? picture in their minds. 8- The students who have lowest scores think that their mothers are ?unconcerned-democratic?. Key Words: Pre-school Education, Language, Second Language Learning, Second Language Acqusition.
The purpose of this study is to investigate that how does learning second language in pre-school classes effects learning a second language. The study was conducted in two steps and the data was collected through two methods. At the first step, we explored the students those who were exposed to English as a second language during their pre-school period and who didn?t have any experience of second language before primary school. This study was applied through the ?school survey? method. The aim of this method is to identify/describe the curriculum. At the second step, we categorized these students into two on the basis of their pre-school language experiences through the experimental method. Before teaching a topic of English we applied a pretest about that topic. Then we applied a posttest a month later than teaching that subject. The participants consisted of primary school students from 1 to 5th graders. There were 96 students. The 44 of them were females and 52 of them were males. 83 of the total attended a nursery school and 13 of them didn?t. 28 of the 83 students had English classes in nursery school and 13 of them didn?t have any second language experience while attending nursery school. Some of the obtained results from this study are stated in the following items: 1- The means of the pretest and posttest scores of both groups were different than each other. This difference was in favor of the posttest scores. 2- Unlike the students who weren?t exposed to English as a second language during their pre-school period, the students who attended English classes in nursery school had higher scores in posttest. 3- The gender is not an effective factor in language training. 4- The fifth grades are more successful than the earlier grades. 5- The students who have positive manner for leaning language are more successful than the others. 6- The students whose mothers have a background of English are more successful. 7- The students who have highest means of both scores have a ?strict-mother? picture in their minds. 8- The students who have lowest scores think that their mothers are ?unconcerned-democratic?. Key Words: Pre-school Education, Language, Second Language Learning, Second Language Acqusition.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
