Öz
The language teaching method ‘Teaching Proficiency through Reading and Storytelling’, developed by a Spanish High school teacher named Blaine Ray in the 1990s, aims to develop fluent speech in language learners. ‘Teaching Proficiency through Reading and Storytelling’ arouses considerable interest in terms of its variety of teaching techniques and its high influence of two prevalent notions in foreign language teaching- Total Physical Response and the Natural Approach. ‘Teaching Proficiency through Reading and Storytelling’ sees comprehensible language input, which prompts learners to speak fluently and correctly in the target language, making the language classroom interesting and frequent repetition of vocabulary or language structures, as important ingredients to language acquisition. The purpose of our study is to reveal whether the language teaching method ‘Teaching Proficiency through Reading and Storytelling’ (TPRS) has any impact on lexical competence of preschool students, who learn English as a foreign language in Turkey, and whether there is a gender difference in terms of achievement. This quasi-experimental study was conducted in two preschool classes consisting of 39 students of the MEV College Private Schools Güzelbahçe during the academic year 2013-2014. In our study, 20 new lexical items were taught in the experimental group through TPRS and in the control group through the Communicative Approach. The researcher, being the teacher at the same time, applied a pre-test to the students in order to test their lexical knowledge before the intervention. During the four-week treatment period, the researcher taught the 20 target words to the experimental group with the TPRS method and to the control group with the Communicative Approach. After the intervention, both groups took post-tests, which were analysed statistically. The results showed that the experimental group, who was taught the target words with the TPRS method, statistically outperformed the control group in the post-test. Additionally, there was no significant gender difference in the post-tests in terms of achievement. Based on the study findings, it can be concluded that the TPRS method is effective on lexical competence and should be used in lexical teaching
Anahtar Kelimeler
Kaynakça
- Aitchinson, J. (1987). Words in the mind: An introduction to the mental lexicon. Oxford and New York: Basil Blackwell.
- Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research Reviews (pp. 77-117). Newark, DE: International Reading Association.
- Asher, J. (2000). Learning another language through actions. Los Gatos, California: Sky Oaks Productions.
- Beck, I. L. & McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
- Brewster, J. & Ellis, G. (1991). The storytelling handbook for teachers. Great Britain: Penguin Books.
- Brewester , J. & Ellis, G. & Girard, D. (2004). The primary English teacher’s guide. London: Penguin Books.
- Cameron, D. (1994). Words, words, words: the power of language. In S. Dunant (ed.), The war of the words: The political correctness debate (pp. 15-34). London: Virago.
- Cameron, L. (2003). Teaching languages to young learners. Cambridge: Cambridge University Press.
- Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
- Crystal, D. (2005). How language works. London: Penguin Books.
- Eken, D. K. (1996). Ideas for using pop songs in the english language classroom. English Teaching Forum, 34, 46-47.
- Gatbonton, E. & Segalowitz, N. (1988). Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quarterly, 22, 473-492.
- Harmer, J. (2007). The practice of English language teaching. Harlow: Longman.
- Hasan, S. (2008). Making input comprehensible for foreign language acquisition. Damascus University Journal, 24 (2), 31-53.
- Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21, 303-317.
- Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
- Lewis, M. (1993). The lexical approach. Hove: Language Teaching Publications.
- Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Hove: Language Teaching Publications.
- Kaur, N. & Othman N. H. & Abdullah M. K. K. (2008). Lexical competence among tertiary students: Teacher-student perspectives. The English Teacher, 37, 90 -104.
- Kit, C. (2003). How does lexical acquisition begin? A cognitive perspective. Cognitive Science, 1 (1), 1-50.
- Krashen, S. D. (1982). Principles and practices in second language acquisition. Oxford: Pergamon Press.
- Krashen, S. D. & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.
- Meara, P. (1996). The dimensions of lexical competence. In G. Brown & K. Malmkjaer & J. Williams (Eds.), Performance and competence in second language acquisition (pp. 35-53). Cambridge: Cambridge University Press.
- Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol: Multilingual Matters.
- Mishan, F. (2005). Designing authenticity into language learning materials. Bristol, UK: Intellect.
- Ray, B., & Seely, C. (2012). Fluency through TPR storytelling: Achieving real language acquisition in school. Berkley: Command Performance Language Institute.
- Raya, M. J.; Faber, P.; Wolf, G.; Peck, A.J. (Eds) (2001). Effective foreign language teaching at the primary level. Germany: Peter Lang.
- Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge, UK: Cambridge University Press.
- Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke: Palgrave Macmillan.
- Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. [Online] Available: http://iteslj.org/Articles/Schoepp-Songs.html,
- Scrivener, J. (2011). Learning teaching: The essential guide to english language teaching. Oxford, UK: Macmillan.
- Seely, C. & Romijn, E. (2006). TPR is more than commands – at all levels. Berkeley, CA: Command Performance.
- Thornbury, S. (1998). The lexical approach: A journey without maps? Modern English Teacher, 7, 7-13.
Öz
‘Teaching Proficiency through Reading and Storytelling’ (‘Okuma ve Hikaye Anlatımı yolu ile Dil
Beceri Öğretimi’) adlı dil öğretim metodu, 1990larda Blaine Ray isimli bir lise İspanyolca öğretmeni tarafından
geliştirilmiş ve dil öğrencilerinde akıcı konuşma hedeflemektedir. ‘Teaching Proficiency through Reading and
Storytelling’ çok çeşitli öğretim teknikleri ve dil öğretiminde önemli bir yer tutan Total Physical Response and
Natural Approach gibi metodlardan oldukça etkilenmesinden dolayı, bir hayli merak uyandırmaktadır. ‘Teaching
Proficiency through Reading and Storytelling’, dilin anlamlı girdi olarak sunulmasını, dersin ilgi çekici bir
şekilde işlenmesini ve kelimelerin ya da dil yapılarının sıkça terkrar ettirilmesini dil edinimi için gerekli
olduğunu savunmakta ve bu şekilde öğrencilerin dili akıcı ve doğru bir şekilde konuşabileceklerini
vurgulamaktadır. Bu çalışmanın amacı Türkiye’de okul öncesi sınıflarında yabancı dil olarak İngilizce öğrenimi
gören küçük yaştaki öğrencilerin sözcük bilgisinde TPRS dil öğretim metodunun etkisini ve öğrencilerin başarı
durumunda cinsiyet farklılığını ortaya çıkarmaktır. Bu yarı-deneysel çalışma, 2013-2014 eğitim öğretim yılında
MEV Koleji Özel Güzelbahçe Okullarındaki toplam 39 öğrenciden oluşan iki okul öncesi sınıfında yapılmıştır.
Bu çalışmada, kura yolu ile belirlenen deney grubunun sözcük öğretimi TPRS dil öğretim metodu ile
gerçekleştirmiştir ve kontrol grubunun aynı sözcük öğretimi öğretimi İngilizce dersinde öğretim yılının başından itibaren derslerde kullanılan İletişimsel Yaklaşım ile sürdürülmüştür. İngilizce ders öğretmenleri olan
araştırmacı, öğrencilere sözcük ön bilgilerini ölçmek amacıyla bir ön-test uygulamıştır. Dört hafta süren
deneyde, araştırmacı deney grubuna belirlenen 20 hedef kelimeleri TPRS dil öğretim metodunu daha önce
hazırlanan ders planları doğrultusunda öğretmiştir. Aynı 20 hedef kelimeler kontrol grubuna İletişimsel
Yaklaşım yoluyla öğretilmiştir. Deneyin sonunda, her iki gruba son-test verilerek verilerin istatistiksel çözümü
yapılmıştır. Verilerin analizi ile, TPRS dil öğretim metodunun sözcük bilgisi üzerinde herhangi bir etkisinin olup
olmadığını, var ise ne kadar etkili olduğunu ortaya çıkarmaya çalışılmıştır. Sonuçlar TPRS ile öğretim gören
deneysel grubun kontrol grubundan son-testte istatistiksel olarak daha başarılı olduğunu ortaya çıkarmıştır.
Bulgulara dayanarak TPRS dil metodunun kelime öğretiminde kullanılması gerektiği sonucuna
varılabilmektedir.
Anahtar Kelimeler
TPRS dil öğretim metodu sözcük bilgisi okul öncesi öğrencileri
Kaynakça
- Aitchinson, J. (1987). Words in the mind: An introduction to the mental lexicon. Oxford and New York: Basil Blackwell.
- Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research Reviews (pp. 77-117). Newark, DE: International Reading Association.
- Asher, J. (2000). Learning another language through actions. Los Gatos, California: Sky Oaks Productions.
- Beck, I. L. & McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
- Brewster, J. & Ellis, G. (1991). The storytelling handbook for teachers. Great Britain: Penguin Books.
- Brewester , J. & Ellis, G. & Girard, D. (2004). The primary English teacher’s guide. London: Penguin Books.
- Cameron, D. (1994). Words, words, words: the power of language. In S. Dunant (ed.), The war of the words: The political correctness debate (pp. 15-34). London: Virago.
- Cameron, L. (2003). Teaching languages to young learners. Cambridge: Cambridge University Press.
- Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
- Crystal, D. (2005). How language works. London: Penguin Books.
- Eken, D. K. (1996). Ideas for using pop songs in the english language classroom. English Teaching Forum, 34, 46-47.
- Gatbonton, E. & Segalowitz, N. (1988). Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quarterly, 22, 473-492.
- Harmer, J. (2007). The practice of English language teaching. Harlow: Longman.
- Hasan, S. (2008). Making input comprehensible for foreign language acquisition. Damascus University Journal, 24 (2), 31-53.
- Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21, 303-317.
- Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
- Lewis, M. (1993). The lexical approach. Hove: Language Teaching Publications.
- Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Hove: Language Teaching Publications.
- Kaur, N. & Othman N. H. & Abdullah M. K. K. (2008). Lexical competence among tertiary students: Teacher-student perspectives. The English Teacher, 37, 90 -104.
- Kit, C. (2003). How does lexical acquisition begin? A cognitive perspective. Cognitive Science, 1 (1), 1-50.
- Krashen, S. D. (1982). Principles and practices in second language acquisition. Oxford: Pergamon Press.
- Krashen, S. D. & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.
- Meara, P. (1996). The dimensions of lexical competence. In G. Brown & K. Malmkjaer & J. Williams (Eds.), Performance and competence in second language acquisition (pp. 35-53). Cambridge: Cambridge University Press.
- Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol: Multilingual Matters.
- Mishan, F. (2005). Designing authenticity into language learning materials. Bristol, UK: Intellect.
- Ray, B., & Seely, C. (2012). Fluency through TPR storytelling: Achieving real language acquisition in school. Berkley: Command Performance Language Institute.
- Raya, M. J.; Faber, P.; Wolf, G.; Peck, A.J. (Eds) (2001). Effective foreign language teaching at the primary level. Germany: Peter Lang.
- Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge, UK: Cambridge University Press.
- Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke: Palgrave Macmillan.
- Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. [Online] Available: http://iteslj.org/Articles/Schoepp-Songs.html,
- Scrivener, J. (2011). Learning teaching: The essential guide to english language teaching. Oxford, UK: Macmillan.
- Seely, C. & Romijn, E. (2006). TPR is more than commands – at all levels. Berkeley, CA: Command Performance.
- Thornbury, S. (1998). The lexical approach: A journey without maps? Modern English Teacher, 7, 7-13.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Ekim 2014 |
| Yayımlandığı Sayı | Yıl 2014 Cilt: 2 Sayı: 1(ÖZEL) |
ASYA ÖĞRETİM DERGİSİ (E-AJI)
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