İngilizce Dersi ve Dil Bilgisi: Tutumsal İlişkilerin ve Farklılıkların Bazı Değişkenler Açısından İncelenmesi

Yıl 2018, Cilt: 26 Sayı: 6, 1981 - 1990, 15.11.2018

Yusuf Demir

https://doi.org/10.24106/kefdergi.411314

Öz

The purpose of this study is to reveal tertiary EFL learners’ attitudes
toward English course and learning grammar based on some variables, and to
discover the relationship between these attitudes. The research participants
were 202 EFL students enrolled in the preparatory school of a state university
in Turkey. The data were collected through two quantitative tools: The Scale of
Attitudes Toward English Course (SATEC) developed by Kazazoğlu (2013), and The
Students’ English Grammar Attitude Scale (SEGAS), developed by Akay and Toraman
(2015). The obtained data were input into and analyzed via SPSS 23. The
statistical analyses revealed that overall, the students have positive
attitudes toward English course, and moderate attitudes toward learning its
grammar. It was also found that age, gender and department variables did not
create significant differences in learners’ attitudes toward English course and
learning grammar (p>.05). The participants’ attitudes toward English course
differed significantly in terms of self-perceived proficiency variable only,
while attitudes toward learning grammar showed a significant difference only
according to weekly grammar study hours. Lastly, the students’ attitudes toward
English course and learning grammar correlated positively  (p<.01) and slightly (r=.319).

Anahtar Kelimeler

yabancı dil olarak İngilizce, dil bilgisi, tutumlar, inançlar, hazırlık sınıfı öğrencileri

English Course and Its Grammar: Discovering Attitudinal Relationships and Differences in Terms of Some Variables

Öz

Bu çalışmanın amacı, İngilizce hazırlık öğrencilerinin
İngilizce dersine ve dil bilgisi öğrenimine yönelik tutumlarını bazı
değişkenler bakımından ortaya koymak, ve bu tutumlar arasındaki ilişkiyi
belirlemektir. Araştırmanın örneklemini, Türkiye’deki bir devlet
üniversitesinde İngilizce hazırlık eğitimi alan 202 öğrenci oluşturmaktadır.
Verilerin toplanmasında, Kazazoğlu (2013) tarafından geliştirilen İngilizce
dersine yönelik tutum ölçeği ve Akay ve Toraman (2015) tarafından geliştirilen
İngilizce dil bilgisi tutum ölçeği kullanılmıştır. Toplanan veriler SPSS 23
programı kullanılarak analiz edilmiştir. Yapılan istatistikî analizler, genel
itibarıyla, öğrencilerin İngilizce dersine dair tutumlarının olumlu olduğunu,
ve de İngilizce’nin dil bilgisinin öğrenimine yönelik ılımlı düzeyde tutumlara
sahip olduklarını göstermiştir. Ayrıca, yaş, cinsiyet ve bölüm değişkenlerinin,
öğrencilerin İngilizce dersine ve dil bilgisi öğrenimine olan tutumlarını
anlamlı düzeyde etkilemediği görülmüştür (p>.05). Katılımcıların İngilizce
dersine yönelik tutumları yalnızca algılanan öz yeterlik değişkeni bakımından
anlamlı farklılık gösterirken, dil bilgisi öğrenimine olan tutumları sadece
okul dışında haftalık dil bilgisine ayrılan zaman değişkeni açısından anlamlı
bir farklılık göstermiştir. Son olarak, öğrencilerin İngilizce dersine ve dil
bilgisi öğrenimine yönelik tutumları arasında düşük düzeyde ve pozitif bir
korelasyon olduğu belirlenmiştir (p<.01; r=.319).

Anahtar Kelimeler

English as a foreign language, grammar, attitudes, beliefs, tertiary EFL learners

Kaynakça

• Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards learning English language: The case of Libyan secondary school students. Asian social science, 8(2), 119-134.
• Akay, E., & Toraman, Ç. (2015). Students’ attitudes towards learning English grammar: A study of scale development. Journal of Language and Linguistic Studies, 11(2), 67-82.
• Altunay, U. (2004). Üniversite İngilizce hazırlık öğrencilerinin İngilizceye yönelik tutumlarıyla, sınavlar, okulun fiziksel koşulları ve ders programları ve uygulanışı ile İlgili görüşleri arasındaki ilişkiler. XIII. Ulusal Eğitim Bilimleri Kurultayı (6-9 Temmuz 2004), İnönü Üniversitesi, Malatya. Retrieved August 04, 2016 from https://www.pegem.net/dosyalar/dokuman/401.pdf
• Anbarlı-Kırkız, Y. (2010). The relationship between attitudes of students towards English and their academic achievement. Unpublished Master’s thesis, Trakya University. Edirne.
• Aydın, B., Bayram, F., Canıdar, B., Çetin, G., Ergünay, O., Özdem, Z., & Tunç, B. (2009). Views of English language teachers on the affective domain of language teaching in Turkey. Anadolu University Journal Of Social Sciences, 9(1), 263-280.
• Azad, A. K. (2013). Grammar teaching in EFL classrooms: Teachers’ attitudes and beliefs. ASA University Review, 7(2).
• Baş, G. (2012). Attitude scale for elementary English course: Validity and reliability Study. International Online Journal of Educational Sciences, 4(2), 411-424.
• Brigandi-Michael, A. (2010). The attitudes and perceptions of students about the study of English grammar: The case of selected senior high school students in northern region. Unpublished Doctoral Dissertation, Kwame Nkrumah University of Science and Technology. Kumasi, Ghana.
• Büyüköztürk, Ş. (2012). Data analysis handbook for the social sciences. Ankara: Pegem Akademi.
• Çakıcı, D. (2001). The attitudes of university students towards English within the scope of common compulsory course. Unpublished Master’s thesis, İzmir Dokuz Eylül University.
• de Bot, K., Lowie, W., & Verspoor, M. (2005). Second language acquisition: An advanced resource book. Psychology Press.
• Değirmenci-Uysal, N., & Yavuz, F. (2015). Pre-service teachers’ attitudes towards grammar teaching. Procedia-Social and Behavioral Sciences, 191, 1828-1832.
• Eickhoff, L. (2016). Attitudes about prescriptive grammar in ESL and EFL teachers and students. Unpublished Master’s thesis, Michigan State University.
• Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. Tesol Quarterly, 40(1), 83-107.
• Eshghinejad, S. (2016). EFL students’ attitudes toward learning English language: The case study of Kashan University students. Cogent Education, 3(1), 1236434.
• Gardner, R. C. (1985). Social psychology and second language learning : The role of attitudes and motivation. London: Edward Arnold.
• Genç, G., & Kaya, A. (2011). The relationship between foreign language achievement and attitudes towards English courses of prospective primary school teachers. Balikesir University Journal of Social Sciences Institute, 14(26), 19-30.
• Gómez-Burgos, E., & Pérez, S. (2015). Chilean 12th graders’ attitudes towards English as a foreign language. Colombian Applied Linguistics Journal, 17(2), 313-324.
• Gökyer, N., & Bakcak, S. (2014). Evaluating of the attitudes of university students taking English classes. Turkish Journal of Educational Studies, 1(2).
• Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2).
• Ibnian, S. S. (2017). Attitudes of public and private schools’ students towards learning EFL. International Journal of Education, 9(2), 70-83.
• İnceçay, V., & Keşli-Dollar, Y. (2011). Foreign language learners’ beliefs about grammar instruction and error correction. Procedia-Social and Behavioral Sciences, 15, 3394-3398.
• Karataş, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). Examining university students’ attitudes towards learning English using different variables. International Journal of Educational Researchers, 7(3), 12-20.
• Kazazoğlu, S. (2013). The Effect of attitudes towards Turkish and English courses on academic achievement. Education and Science, 38(170), 294-307.
• Kiptui, D. K., & Mbugua, Z. K. (2009). Factors that contribute to poor academic achievement in English in Kerio Valley schools. Kenya Journal of Educational Management, 1, 1-155.
• Krashen, S. (1981). Second language acquisition and second language learning. Oxford, England: Pergamon.
• Lim, P. P. C. (2003). Primary school teachers’ beliefs about effective grammar teaching and their actual classroom practices: a Singapore case study. Retrieved November 21, 2016 from https://repository.nie.edu.sg/handle/10497/2166
• Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104.
• Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins.
• Ngoc, K. M., & Iwashita, N. (2012). A comparison of learners’ and teachers’ attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7, 25-49.
• Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
• Öztürk, K. (2014). Students’ attitudes and motivation for learning English at Dokuz Eylül University School of Foreign Languages. Educational Research and Reviews, 9(12), 376-386.
• Pradana, V. G. C. (2016). FLL students’ attitudes toward grammar as a course and as a language component. Satya Wacana Christian University. Unpublished Master’s thesis, Jawa Tengah, Indonesia.
• Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA‐Colombia. The Modern Language Journal, 85(2), 244-258.
• Selçuk, E. (1997). The relationship between the academic achievement and attitude towards English lesson. Unpublished Master’s thesis, Bolu Abant İzzet Baysal University.
• Smith, A. N. (1971). The importance of attitude in foreign language learning. The Modern Language Journal, 55(2), 82-88.
• Uysal, H. H. (2012). Evaluation of an in-service training program for primary-school language teachers in Turkey. Australian Journal of Teacher Education, 37(7), 14-29.
• Uzun, K. (2013). Grammar learning preferences of Turkish undergraduate students of Translation-Interpretation. ELT Research Journal, 2(1), 26-39.
• Zhou, A. A. (2009). What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1), 31-46.