The effect of contextualizing strategy on vocabulary learning in teaching Turkish language to foreigners<p>Yabancılara Türkçe öğretiminde bağlamlaştırma stratejisinin sözcük öğrenimine etkisi
Keywords:
Sözcük öğrenimi, bağlamlaştırma, yabancı dil öğretimiAbstract
This study aims to determine the effect of contextualizing strategy on vocabulary learning in teaching Turkish as a foreign language. An experimental design was used with pretest-posttest control group. The research participants were 38 foreign students learning Turkish as a foreign language at the A2 level. A vocabulary test with 20 words taught at a higher level and comprising both noun and verb roots was used as a data collection tool. Following the pretest, the data collection tool words were taught to the experimental group by contextualizing them, and taught to the control group without contextualization. The vocabulary test was administered once more following the procedure. According to the posttest comparisons, the contextualizing strategy positively affected vocabulary learning and was statistically significant. Additionally, research results showed that nouns were learned better than verbs using contextualizing strategy.
Özet
Bu araştırmanın amacı, Türkçenin yabancı dil olarak öğretiminde bağlamlaştırma stratejisinin sözcük öğrenimindeki etkisini saptamaktır. Öntest-sontest kontrol gruplu deneysel desende yürütülen araştırmanın katılımcılarını Türkçeyi yabancı dil olarak öğrenen A2 düzeyindeki 38 yabancı uyruklu öğrenci oluşturmuştur. Veri toplama aracı olarak bir üst düzeyde öğretilen ad ve eylem kökenli 20 sözcükten oluşan sözcük testi kullanılmıştır. Yapılan öntestten sonra veri toplama aracında bulunan sözcükler deney grubuna bağlam içinde, kontrol grubuna bağlam kullanılmadan öğretilmiştir. İşlem sonrasında sözcük testi yeniden uygulanmıştır. Sontest karşılaştırmaları sonucunda bağlamlaştırma stratejisinin sözcük öğrenimini olumlu yönde ve istatistiksel olarak anlamlı düzeyde etkilediği saptanmıştır. Araştırma sonuçları, ayrıca bağlam içinde adların eylemlerden daha iyi öğrenildiğini de ortaya koymuştur.
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