Okulöncesi Öğretmenlerinin Kullandığı Sözcük Öğretim Stratejileri

Year 2024, , 355 - 377, 16.08.2024

Melike Yörüko , Nihat Bayat

https://doi.org/10.33711/yyuefd.1397539

Abstract

Bu çalışmada okulöncesi öğretmenlerinin sözcük öğretim stratejilerini hangi düzeyde kullandığını belirlemek amaçlanmıştır. Tarama modelinde yürütülen araştırmanın katılımcılarını Türkiye’de Antalya ili merkez ilçelerindeki okulöncesi eğitim kurumlarında görev yapan 240 okulöncesi öğretmeni oluşturmuştur. Araştırmada okulöncesi öğretmenlerine yönelik geliştirilen beşli likert tipindeki “Sözcük Öğretme Stratejileri Ölçeği” ve “Kişisel Bilgi Formu” veri toplama aracı olarak kullanılmıştır. Kullanılan stratejilerle ilgili araştırma sorularına bağlı olarak betimsel istatistik hesaplaması yapılmış ve ayrıca demografik değişkenlerle ilgili sorular için de Mann Whitney U, Kruskal Wallis H, One Way Anova ve Bağımsız Grup t-testleri uygulanmıştır. Uygulanan istatistiksel çözümlemeler sonucunda okul öncesi öğretmenlerinden oluşan katılımcıların sözcük öğretme stratejilerini yüksek düzeyde kullandığı belirlenmiştir. Katılımcıların sözcük öğretme stratejilerini kullanma düzeyleri eğitim düzeyine, hizmet süresine, eğitim verilen yaş grubuna ve görev yapılan okul türüne göre anlamlı farklılık göstermemiştir. Araştırmadan elde edilen bulgular doğrultusunda önerilerde bulunulmuştur.

Keywords

Sözcük öğretimi, sözcüksel gelişim, sözcük öğretim stratejileri, erken çocukluk, dil gelişimi

Ethical Statement

Çalışma etik ilkelere uygun biçimde gerçekleştirilmiştir.

Vocabulary Instruction Strategies Employed by Preschool Teachers

Abstract

This study aims to determine the extent to which preschool teachers utilize vocabulary instruction strategies. The participants of the research conducted in a survey model consisted of 240 preschool teachers working in central districts of Antalya, Turkey. In this research, the Vocabulary Instruction Strategies Scale, designed for preschool teachers in a five-point Likert scale, and the 'Personal Information Form' were used as data collection tools. In accordance with the research questions pertaining to the employed strategies, descriptive statistics calculations were conducted. Furthermore, Mann Whitney U, Kruskal Wallis H, One Way Anova, and Independent Group t-tests were applied for inquiries related to demographic variables. As a result of the applied statistical analyses, it has been determined that the participants consisting of preschool teachers employed word teaching strategies at a high level. The participants' levels of employing vocabulary instruction strategies did not show any significant differences based on their educational level, years of service, the age group they teach, and the type of school where they work. Recommendations are provided in line with the findings obtained from the research.

Keywords

Early childhood, language development, lexical development, vocabulary instruction, vocabulary teaching strategies

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