İkinci Dil Öğrenicilerinin Ders Notlarında Ana Dillerini Kullanma Kalıpları: Bir Vaka Çalışması

Year 2022, , 1 - 14, 30.06.2022

Aslı Saygı

https://doi.org/10.54990/okufed.1121782

Abstract

Not almanın ikinci dil öğreniminde etkili bir strateji olduğu yadsınamaz bir gerçektir. Bu çalışma, B1 seviyede İngilizce bilen yetişkin öğrencilerin anadili İngilizce olan bir öğretmenin derslerinde not alırken birinci dillerini kullanma stratejilerini vurgulamaktadır. Bu çalışma için farklı katılımcılardan B1 seviyesindeki İngilizce derslerinde aldıkları notların bir kombinasyonu toplanmıştır ve bu notlar tematik içerik analizi yoluyla incelenmiştir. Analiz sonunda öğrencilerin karşılarına çıkan kelimenin ana dillerindeki tam karşılığını hatırlayabildiklerinde anadillerinde not aldıkları gözlemlenmiştir. Bu nedenle öğrencilerin notlarındaki kısmi ana dil kullanımının genel etkililiğini tartışmak için aynı katılımcılarla görüşülmüştür. Çalışma bulguları, genel olarak, öğrencilerin karmaşık bir kelime dağarcığıyla karşılaştıklarında ve bu kelimelerin ana dillerindeki karşılığını hemen hatırlayabildiklerinde, karşılarına çıkan yabancı dildeki kelimeyi direkt olarak ana dillerine çevirdiklerini göstermiştir. Bununla birlikte, yabancı kelimenin ana dildeki tam karşılığını hatırlayamıyorlarsa veya ana dildeki versiyonu karmaşıksa ya da öğrenci emin değilse, bu kelimeleri İngilizce kullanarak açıkladıklarını göstermektedir. Bu bulguların, ana dilde not almayı kullanarak yeni dil öğretimi ve değerlendirme stratejileri geliştirebilecekleri için eğitimcilere ve test tasarımcılarına önemli katkıları vardır.

Keywords

İkinci dil öğrenimi, not alma, yetişkin öğreniciler, çeviri

Native Language Using Patterns in Second Language Learners' Lecture Notes: A Case Study

Abstract

It is an undeniable fact that notetaking is an effective strategy in second language learning. This study highlights B1 level adult ESL students' strategy of using their L1 during their notetaking in a native-speaker teacher's lectures. For this study, a combination of grades taken in B1 level English courses were collected from different participants and these grades were analyzed through thematic content analysis. Additionally, the same participants were given a semi-structured questionnaire to discuss the overall effectiveness of partial first language use in students' grades. The study findings showed that, in general, when students encounter a complex vocabulary and can immediately remember the equivalent of these words in their first language, they directly translate the foreign language word they encounter into their mother tongue. However, if they cannot remember the exact first language equivalent of the foreign word, or if the first language version is complex, or if the student is unsure, it shows that they have explained these words using their second language. These findings have significant contributions to educators and test-designers as they can develop new language teaching and assessing strategies via using L1 notetaking.

Keywords

Second language learning, notetaking, adult learners, translation

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