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DİL ÖĞRENMEDE MATTHEW ETKİSİ

Year 2023, Volume: 4 Issue: 2, 83 - 92, 10.11.2023
https://doi.org/10.59320/alanyazin.1300279

Abstract

Bu araştırmada; dil öğrenme konusunda yetersiz olanakları bulunan bireyler üzerindeki Matthew etkisi tartışılmaktadır. Matthew etkisi kuramına göre; eğitime daha yüksek düzeyde beceri ile başlayan bireyler, daha kolay öğrenebilir. Ancak başlangıçtan itibaren yetersiz bilgiye ve sosyal beceriye sahip olan bireyler, dil öğrenme konusunda başarısız gibi görünebilirler. Öte yandan, dil öğrenme, konuşma, yazma ya da dili anlamlandırma ile ilgili ortamlarda, daha az deneyime sahip olan bireyler ise daha az kelime bilgisi edinmektedirler. Bunun yanısıra, özgüveni azalan, yeterli aile desteği bulamayan, ya da eğitim olanaklarından yeterince faydalanamayan bireylerin, dil öğrenme başarı süreçleri geride kalabilir. Konu hakkında farkındalık geliştirmek ve okul öncesi eğitim kurumlarında Matthew etkisi yaşayan bireyler için özel programlar hazırlamak için bu konunun çok önemli olduğu öngörülmektedir.

References

  • Aydın, A., Selvitopu, A. & Kaya, M. (2017). PISA 2012 sonuçları ve eğitim yatırımları. PAU Eğitim Fakültesi Dergisi, (42), 45-58. https://doi.org/10.9779/PUJE789
  • Bast, J. & Reitsma, P. (1998). Analyzing the development of individual differences in terms of Matthew effects in reading: Results from a Dutch longitudinal study. Developmental Psychology, 34(6), 1373–1399. https://doi.org/10.1037/0012-1649.34.6.1373 Blewitt, P., Rump, K. M., Shealy, S. E. & Cook, S. A. (2009). Shared book reading: When and how questions affect young children's word learning. Journal of Educational Psychology, 101(2), 294–304. https://doi.org/10.1037/a0013844
  • Bourdieu, P. & Passeron, J.-C. (1990). Reproduction in education, society and culture. London: Sage.
  • Can, E. & Sezer, Ş. (2022). 20 years of education in Turkey (2000-2021): A descriptive analysis. Journal of Research in Education and Teaching, 11(3), 58- 69.
  • Chauhan, C. (2008). Education and caste in India. Asia Pacific Journal of Education, 28(3), 217–234.
  • Coyne, M., McCoach, B., Ware, S., Austin, C., Loftus-Rattan, S. & Baker, D. (2019). Racing against the vocabulary gap: Matthew effects in early vocabulary instruction and intervention. Exceptional Children, 85(2), 163–179.
  • Dellal, N. A. & Kuru Atadere, Y. (2015). Erken yaşta yabancı dil eğitimine yönelik velilerin bilinç ve algı düzeyleri. Turkish Studies, 10/11, 25-38. http://dx.doi.org/10.7827/TurkishStudies.8539
  • DiPrete, T. A. & Eirich, G. M. (2006). Cumulative advantage as a mechanism for inequality: A review of theoretical and empirical developments. Annual Review of Sociology, 32, 271-29.
  • Eisenberg, S.L. & Guo, L. (2013). Differentiating children with and without language impairment based on grammaticality. Language, Speech, and Hearing Services in Schools, 44(1), 20-31 https://doi.org/10.1044/0161-1461(2012/11-0089)
  • Erbaş, A. & Başkurt, İ. (2021). Reflection of values in life studies curriculum to life studies textbook. Erzincan University Journal of Education Faculty, 23(3), 785-813. https://doi.org/10.17556/erziefd.841337
  • Ergül, C., Bahap-Kudret, Z., Akoğlu, G., Ökcün-Akçamuş, M., Kılıç-Tülü, B. & Demir, E. (2022). Birinci ve ikinci sınıfta okuma becerilerinin gelişimi ve Matthew etkisi: Boylamsal bir çalışmanın sonuçları. Millî Eğitim, 51(234), 939-966.
  • Global Education Newsletter (March 2023). The 2023 World Bank's hman development. https://thedocs.worldbank.org/en/doc/9b9ecb979e36e80ed50b1f110565f06b-0200022023/related/WBG-Eductaion-Newsletter-March-2023.pdf
  • Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through to fourth grade. Journal of Educational Psychology, 80(4), 437-447. https://doi.org/10.1037/0022-0663.80.4.437
  • Kempe, C., Eriksson-Gustavsson, A. L. & Samuelsson, S. (2011). Are there any Matthew effects in literacy and cognitive development? Scandinavian Journal of Educational Research, 55(2), 181-196. https://doi.org/10.1080/00313831.2011.554699
  • Kim, Y. S. (2015). Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86(1), 128-144. https://doi.org/10.1111/cdev.12293
  • Lamb, M. (2011). Dreams and realities: developing countries and the English language. In H. Coleman (ed.). Matthew Effect’ in English language education in a developing country context. Social and geographic mobility. www.britishcouncil.org
  • Lazenby, H. (2016). What is equality of opportunity in education? Theory and Research in Education 14(1), 65-76. http://eprints.gla.ac.uk/133451/1/133451.pdf .
  • Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300–335. https://doi.org/10.3102/0034654310377087 MEB (2015). PISA 2012 araştırması ulusal nihai rapor. Eğitim Araştırma ve Geliştirme Dairesi Yayınları.
  • Merton, R.K. (1988). The Matthew effect in science II: Cumulative advantage and the symbolism of intellectual property. ISIS 79(4), 606-623.
  • Morgan, P., Farkas, G. & Hibel, J. (2008). Matthew effects for whom? Learning Disability Quarterly, 31(4), 187–198. https://doi.org/10.2307/25474651
  • Nordstrom, T., Jacobson, C. & Soderberg, P. (2016). Early word decoding ability as a longitudinal predictor of academic performance. European Journal of Psychology of Education, 31, 175–191. https://doi.org/10.1007/s10212-015-0258-5
  • Olpak, Y. Z. & Cakmak, E. K. (2018). Examining the reliability and validity of a Turkish version of the community of inquiry survey. Online Learning Journal, 22(1), 142–160.
  • Pfost, M., Hattie, J., Dorfler, T. & Artelt, C. (2014). Individual differences in reading development: A review of 25 years of empirical research on Matthew effects in reading. Review of Educational Research, 84(2), 203-244. https://doi.org/10.3102/0034654313509492
  • Protopapas, A., Sideridis, G., Mouzaki, A. & Simos, P. (2011). Matthew effects in reading comprehension: Myth or reality. Journal of Learning Disabilities, 44(5), 402–420. https://doi.org/10.1177/0022219411417568
  • Rigney, D. (2010). The Matthew effect, How advantage begets further advantage. Columbia University Press. Rockinson-Szapkiw, A. J., Wendt, J., Whighting, M. & Nisbet, D. (2016). The predictive relationship among the community of inquiry framework, perceived learning and online, and graduate students’ course grades in online synchronous and asynchronous courses. International Review of Research in Open and Distributed Learning, 17(3), 18–35.
  • Seltzer, M., Choi, K.,& Thum, Y. M. (2003). Examining relationships between where students start and how rapidly they progress: Using new developments in growth modeling to gain insight into the distribution of achievement within schools. Educational evaluation and Policy Analysis, 25(3), 263–286.
  • Shaywitz, B. A., Holford, T. R., Holahan, J. M., Fletcher, J. M., Stuebing, K. K., Francis, D. J. & Shaywitz, S. E. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly, 30(4), 894–906. https://doi.org/10.2307/748203
  • Smith, R. L. (2002). The Matthew Effect in Science: The reward and communication systems of science are considered. Science, 295(5558), 325-328.
  • Snow, C. E. & Uccelli, P. (2009). The challenge of academic language. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 77-93). International Reading Association.
  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(1-2), 360–406. https://doi.org/10.1177/0022057409189001-204
  • Stanovich, K. E. (2009). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of Education, 189(1-2), 23-55. https://doi.org/10.1177/0022057409189001-204
  • United Nations (2023). Report on the 2022 transforming education summit convened by the UN Secretary-General. Secretary-General on the Transforming Education Summit and the UNESCO. https://www.un.org/sites/un2.un.org/files/report_on_the_2022_transforming_education_summit.pdf
  • Vaughn, S. & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137–146. https://doi.org/10.1111/1540-5826.00070
  • Walberg, H.J. & Tsai, S. (1983). Matthew effects in education. American Educational Research Journal, 20(3), 359-373.
  • Wanzek, J. (2014). Building word knowledge: Opportunities for direct vocabulary instruction in general education for students with reading difficulties. Reading & Writing Quarterly, 30(2), 139–164. https://doi.org/10.1080/10573569.2013.789786
  • Williams, M., Burden, R. & Lanvers, U. (2002). French is the language of love and stuff: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28(4), 504-528.
  • Yüksel, M. (2022). PISA 2018 araştırma sonuçlarına göre ülkelerin bileşik PISA performans sıralaması. MSKU Eğitim Fakültesi Dergisi, 9(2

MATTHEW EFFECT ON LANGUAGE LEARNING

Year 2023, Volume: 4 Issue: 2, 83 - 92, 10.11.2023
https://doi.org/10.59320/alanyazin.1300279

Abstract

In this study, Matthew's effect on individuals with insufficient opportunities for language learning is discussed. According to the Matthew effect theory, individuals who start education with a higher level of skill can learn more easily. However, it may turn out that those who have insufficient knowledge and social skills from the beginning may be unsuccessful in language learning. On the other hand, individuals who have less experience in language learning, speaking, writing, or making sense of language acquire less vocabulary. In addition, individuals with low self-confidence, unable to find adequate family support, or unable to benefit from educational opportunities may lag behind in their language learning success process. One can foresee that this issue is very important in order to raise awareness about the subject and to prepare special programs for individuals who experience the Matthew effect in pre-school education institutions.

References

  • Aydın, A., Selvitopu, A. & Kaya, M. (2017). PISA 2012 sonuçları ve eğitim yatırımları. PAU Eğitim Fakültesi Dergisi, (42), 45-58. https://doi.org/10.9779/PUJE789
  • Bast, J. & Reitsma, P. (1998). Analyzing the development of individual differences in terms of Matthew effects in reading: Results from a Dutch longitudinal study. Developmental Psychology, 34(6), 1373–1399. https://doi.org/10.1037/0012-1649.34.6.1373 Blewitt, P., Rump, K. M., Shealy, S. E. & Cook, S. A. (2009). Shared book reading: When and how questions affect young children's word learning. Journal of Educational Psychology, 101(2), 294–304. https://doi.org/10.1037/a0013844
  • Bourdieu, P. & Passeron, J.-C. (1990). Reproduction in education, society and culture. London: Sage.
  • Can, E. & Sezer, Ş. (2022). 20 years of education in Turkey (2000-2021): A descriptive analysis. Journal of Research in Education and Teaching, 11(3), 58- 69.
  • Chauhan, C. (2008). Education and caste in India. Asia Pacific Journal of Education, 28(3), 217–234.
  • Coyne, M., McCoach, B., Ware, S., Austin, C., Loftus-Rattan, S. & Baker, D. (2019). Racing against the vocabulary gap: Matthew effects in early vocabulary instruction and intervention. Exceptional Children, 85(2), 163–179.
  • Dellal, N. A. & Kuru Atadere, Y. (2015). Erken yaşta yabancı dil eğitimine yönelik velilerin bilinç ve algı düzeyleri. Turkish Studies, 10/11, 25-38. http://dx.doi.org/10.7827/TurkishStudies.8539
  • DiPrete, T. A. & Eirich, G. M. (2006). Cumulative advantage as a mechanism for inequality: A review of theoretical and empirical developments. Annual Review of Sociology, 32, 271-29.
  • Eisenberg, S.L. & Guo, L. (2013). Differentiating children with and without language impairment based on grammaticality. Language, Speech, and Hearing Services in Schools, 44(1), 20-31 https://doi.org/10.1044/0161-1461(2012/11-0089)
  • Erbaş, A. & Başkurt, İ. (2021). Reflection of values in life studies curriculum to life studies textbook. Erzincan University Journal of Education Faculty, 23(3), 785-813. https://doi.org/10.17556/erziefd.841337
  • Ergül, C., Bahap-Kudret, Z., Akoğlu, G., Ökcün-Akçamuş, M., Kılıç-Tülü, B. & Demir, E. (2022). Birinci ve ikinci sınıfta okuma becerilerinin gelişimi ve Matthew etkisi: Boylamsal bir çalışmanın sonuçları. Millî Eğitim, 51(234), 939-966.
  • Global Education Newsletter (March 2023). The 2023 World Bank's hman development. https://thedocs.worldbank.org/en/doc/9b9ecb979e36e80ed50b1f110565f06b-0200022023/related/WBG-Eductaion-Newsletter-March-2023.pdf
  • Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through to fourth grade. Journal of Educational Psychology, 80(4), 437-447. https://doi.org/10.1037/0022-0663.80.4.437
  • Kempe, C., Eriksson-Gustavsson, A. L. & Samuelsson, S. (2011). Are there any Matthew effects in literacy and cognitive development? Scandinavian Journal of Educational Research, 55(2), 181-196. https://doi.org/10.1080/00313831.2011.554699
  • Kim, Y. S. (2015). Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86(1), 128-144. https://doi.org/10.1111/cdev.12293
  • Lamb, M. (2011). Dreams and realities: developing countries and the English language. In H. Coleman (ed.). Matthew Effect’ in English language education in a developing country context. Social and geographic mobility. www.britishcouncil.org
  • Lazenby, H. (2016). What is equality of opportunity in education? Theory and Research in Education 14(1), 65-76. http://eprints.gla.ac.uk/133451/1/133451.pdf .
  • Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300–335. https://doi.org/10.3102/0034654310377087 MEB (2015). PISA 2012 araştırması ulusal nihai rapor. Eğitim Araştırma ve Geliştirme Dairesi Yayınları.
  • Merton, R.K. (1988). The Matthew effect in science II: Cumulative advantage and the symbolism of intellectual property. ISIS 79(4), 606-623.
  • Morgan, P., Farkas, G. & Hibel, J. (2008). Matthew effects for whom? Learning Disability Quarterly, 31(4), 187–198. https://doi.org/10.2307/25474651
  • Nordstrom, T., Jacobson, C. & Soderberg, P. (2016). Early word decoding ability as a longitudinal predictor of academic performance. European Journal of Psychology of Education, 31, 175–191. https://doi.org/10.1007/s10212-015-0258-5
  • Olpak, Y. Z. & Cakmak, E. K. (2018). Examining the reliability and validity of a Turkish version of the community of inquiry survey. Online Learning Journal, 22(1), 142–160.
  • Pfost, M., Hattie, J., Dorfler, T. & Artelt, C. (2014). Individual differences in reading development: A review of 25 years of empirical research on Matthew effects in reading. Review of Educational Research, 84(2), 203-244. https://doi.org/10.3102/0034654313509492
  • Protopapas, A., Sideridis, G., Mouzaki, A. & Simos, P. (2011). Matthew effects in reading comprehension: Myth or reality. Journal of Learning Disabilities, 44(5), 402–420. https://doi.org/10.1177/0022219411417568
  • Rigney, D. (2010). The Matthew effect, How advantage begets further advantage. Columbia University Press. Rockinson-Szapkiw, A. J., Wendt, J., Whighting, M. & Nisbet, D. (2016). The predictive relationship among the community of inquiry framework, perceived learning and online, and graduate students’ course grades in online synchronous and asynchronous courses. International Review of Research in Open and Distributed Learning, 17(3), 18–35.
  • Seltzer, M., Choi, K.,& Thum, Y. M. (2003). Examining relationships between where students start and how rapidly they progress: Using new developments in growth modeling to gain insight into the distribution of achievement within schools. Educational evaluation and Policy Analysis, 25(3), 263–286.
  • Shaywitz, B. A., Holford, T. R., Holahan, J. M., Fletcher, J. M., Stuebing, K. K., Francis, D. J. & Shaywitz, S. E. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly, 30(4), 894–906. https://doi.org/10.2307/748203
  • Smith, R. L. (2002). The Matthew Effect in Science: The reward and communication systems of science are considered. Science, 295(5558), 325-328.
  • Snow, C. E. & Uccelli, P. (2009). The challenge of academic language. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 77-93). International Reading Association.
  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(1-2), 360–406. https://doi.org/10.1177/0022057409189001-204
  • Stanovich, K. E. (2009). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of Education, 189(1-2), 23-55. https://doi.org/10.1177/0022057409189001-204
  • United Nations (2023). Report on the 2022 transforming education summit convened by the UN Secretary-General. Secretary-General on the Transforming Education Summit and the UNESCO. https://www.un.org/sites/un2.un.org/files/report_on_the_2022_transforming_education_summit.pdf
  • Vaughn, S. & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137–146. https://doi.org/10.1111/1540-5826.00070
  • Walberg, H.J. & Tsai, S. (1983). Matthew effects in education. American Educational Research Journal, 20(3), 359-373.
  • Wanzek, J. (2014). Building word knowledge: Opportunities for direct vocabulary instruction in general education for students with reading difficulties. Reading & Writing Quarterly, 30(2), 139–164. https://doi.org/10.1080/10573569.2013.789786
  • Williams, M., Burden, R. & Lanvers, U. (2002). French is the language of love and stuff: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28(4), 504-528.
  • Yüksel, M. (2022). PISA 2018 araştırma sonuçlarına göre ülkelerin bileşik PISA performans sıralaması. MSKU Eğitim Fakültesi Dergisi, 9(2
There are 37 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Derleme Makelesi
Authors

Murat Demirekin 0000-0001-6757-0487

Early Pub Date October 25, 2023
Publication Date November 10, 2023
Submission Date May 22, 2023
Published in Issue Year 2023 Volume: 4 Issue: 2

Cite

APA Demirekin, M. (2023). DİL ÖĞRENMEDE MATTHEW ETKİSİ. Alanyazın, 4(2), 83-92. https://doi.org/10.59320/alanyazin.1300279