Türkçe (İkinci Dil) ve İngilizce (Yabancı Dil) Eğitiminde Dinamik Kullanım Temelli Yaklaşımla Dil Girdisinin ve Dile Düzenli Maruz Kalmanın Etkisini Ortaya Çıkarma

Yıl 2024, Sayı: 15, 846 - 865, 28.04.2024

Erçin Ayhan , Asma Altrhoni

https://doi.org/10.51531/korkutataturkiyat.1445652

Öz

Çalışmanın odak noktası, ikinci/yabancı dil öğrenenlerin etkileşim ve iletişim sırasında yaygın olarak sorunlu oldukları konuşma becerileridir. Katılımcılar bir dereceye kadar etkili iletişim kurabilmektedir; ancak konuşma akıcılığı ve doğruluğu konusunda problem yaşamaktadırlar. Çalışmada, Dinamik Kullanım Temelli Yaklaşımın (DKY) ikinci/yabancı dil öğrenenlerin konuşma becerilerini geliştirmedeki etkinliğini araştırmak amaçlanmıştır. Çalışma kapsamında, yaşları 18 ile 22 arasında değişen 120 ikinci/yabancı dil öğrencisi yer almıştır. Nicel bir yarı deneysel çalışma deseni kullanılarak, çalışma dört adet B1 seviyesinde ikinci dil (Türkçe) ve yabancı dil (İngilizce) sınıfında yürütülmüştür. Çalışma dört hafta sürmüş ve toplam 12 dersi kapsamıştır. Çalışmada DKY'nin yanı sıra, dil maruziyetini artırmak ve gerçek dünya koşullarında pratik dil kullanımını teşvik etmek için filmlerin sistematik gözlem ve analizini içeren "Film yöntemi" kullanılmıştır. Çalışma bir ön test, uygulama, son test ve anketi içermektedir. Katılımcılar rastgele atama yoluyla deney ve kontrol gruplarına ayrılmıştır. Sonuçları incelemek için Bağımsız Örneklem T-Testi ve anket verilerinin betimsel analizi kullanılmıştır. Sonuçlar, DKY'nin deney gruplarında etkinliğini kanıtladığını ve öğrencilerin konuşma becerilerini geliştirmelerine yardımcı olmak için potansiyel olarak kullanılabileceğini göstermektedir. Eğitmenlerinden olağan talimatları alan kontrol gruplarının benzer son test puanlarına ulaştığı gözlemlenmiştir. Deney sınıflarının gelişimi önemli ölçüde farklılık gösterirken, sonuçlar DKY'nin genel sözlü becerilerin kazanılmasında daha faydalı olduğunu göstermektedir. Anket ayrıca bir güven ölçütü de içermektedir. Verilere göre, deneysel sınıflardaki öğrencilerin D2'yi kullanma olasılığı kontrol gruplarındakilere göre daha yüksektir.

Anahtar Kelimeler

Dinamik kullanım temelli yaklaşım, bilişsel dilbilim, kullanım temelli yaklaşım, konuşma becerisi.

Unveiling the Impact of Language Input and Regular Exposure to Language in Turkish (Second Language) and English (Foreign Language) Education Through a Dynamic Usage-Based Approach

Öz

The focus of the study is on the commonly problematic speaking skills of second/foreign language learners during interaction and communication. The participants are able to communicate effectively to some extent; however, they struggle with speaking fluency and accuracy. Consequently, the potential purpose is to investigate the efficacy of the Dynamic Usage-Based Approach (DUB) in developing second/foreign language learners' speaking skills. Under investigation were 120 second/foreign language learners between the ages of 18 and 22. Using a quantitative quasi-experimental study design, the study was conducted in four intact B1 level second language (Turkish) and foreign language (English) classes. The research lasted four weeks and included a total of 12 classes. The DUB was used in the study, as well as the "Movie method," which involves systematic observation and analysis of films to increase language exposure and foster practical language use in real-world circumstances. The study included a a pre-test, treatment, post-test, and questionnaire. The participants were divided into experimental and control groups through random assignment. The Independent Sample T-Test was used to examine the results, as well as a descriptive analysis of the questionnaire data. The results indicate that the DUB has proven its efficacy in experimental groups and could potentially be used to help students enhance their speaking skills. It was observed that the control groups, who received the usual instructions from their instructors, attained comparable post-test scores. While the development of the experimental classes differed significantly, the results indicate that DUB is more beneficial for acquiring overall oral skills. The questionnaire also included a measure of confidence. Students in the experimental classes were more likely to use L2 than those in control groups, according to the data.

Anahtar Kelimeler

Dynamic usage-based approach, cognitive linguistics, usage-based approach, speaking skill.

Kaynakça

• Bybee, J. (2008). Usage-Based Grammar and Second Language Acquisition. In Handbook of Cognitive Linguistics and Second Language Acquisition. Oxfordshire: Routledge.
• Coventry, K. R., & Garrod, S. C. (2004). Saying, Seeing and Acting: The Psychological Semantics of Spatial Prepositions. London: Psychology Press.
• Crossley, S., Kyle, K. and Salsbury, T. (2016). A Usage-Based Investigation of L2 Lexical Acquisition: The Role of Input and Output. The Modern Language Journal, 100, 702-715.
• Ellis, N. C. (2002). Frequency Effects in Language Processing: A Review with Implications for Theories of Implicit and Explicit Language Acquisition. Studies in Second Language Acquisition, 24(2), 143-188.
• Ellis, R. (2015). The Importance of Focus on Form in Communicative Language Teaching. Eurasian Journal of Applied Linguistics, 1(2), 1–12. Ellis, Romer, and O’Donnell (2016), Constructions and Usage-Based Approaches to Language Acquisition. Language Learning, 66, 23-44.
• Eskildsen, S. W., & Cadierno, T. (2020). Oral English Performance in Danish Primary School Children: An Interactional Usage-Based Approach. Studies in Second Language Learning and Teaching, 10(3), 523-546.
• Gombert, W., Keijzer, M., & Verspoor, M. (2022). Structure-Based Versus Dynamic Usage-Based Instruction: L2 French Writing Skills After Six Years of Instruction in High School. Dutch Journal of Applied Linguistics, 11.
• Guan, J., & Zhang, W. (2020). Strategy of English Assisted Learning Platform Based on Dynamic System Theory. 2020 International Conference on Robots & Intelligent System (ICRIS), 541–544.
• Hoinbala, F. R. (2022). Movies as an Authentic Input in L2 Speaking Class: A Dynamic Usage-Based Approach in EFL Teaching in Indonesia. International Journal of Language Education, 6(1), 1-9.
• Howatt, A. P. R., & Widdowson, H. G. (2004). A History of ELT. Oxford: Oxford University Press.
• Javadi, Y., & Kazemirad, F. (2020). Usage-Based Approaches to Second Language Acquisition: Cognitive and Social Aspects. Journal of Language Teaching and Research, 11(3), 473-479.
• Jing-Schmidt, Z. (2018). Computational and Corpus Methods for Usage-Based Chinese Language Learning: Toward a Professional Multilingualism. Computational and Corpus Approaches to Chinese Language Learning. Chinese Language Learning Sciences, 13-31.
• Jinting, C. (2018). Usage-Based Approaches to Language Acquisition and Language Teaching. TESOL Quarterly, 50, 518-527.
• Koster, D. E. S. (2015). A dynamic Usage-Based Approach to Teaching L2 Dutch. Dutch Journal of Applied Linguistics, 4(2), 257-264.
• Langacker, R. W. (1987). Foundations of Cognitive Grammar: Theoretical Prerequisites (Vol. 1). Stanford : Stanford University Press.
• Lanvers, U. (2016). On the Predicaments of the English L 1 Language Learner: A Conceptual Article. International Journal of Applied Linguistics, 26(2), 147-167.
• Larsen-Freeman, D. (2012). On the Roles of Repetition in Language Teaching and Learning. Applied Linguistics Review, 3(2), 195-210.
• Lightbown, P. M., & Spada, N. (2021). How Languages Are Learned 5th Edition. Oxford: Oxford University Press.
• Lowie, W., Michel, M., Rousse-Malpat, A., Keijzer, M., & Steinkrauss, R. (Eds.). (2020). Usage-Based Dynamics in Second Language Development. (Vol. 141) Bristol: Multilingual Matters. Peng, J. E. (2007). Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China. University of Sydney Papers in TESOL, 2(1), 33-59.
• Robinson, P., & Ellis, N. C. (Eds.). (2008). Handbook of Cognitive Linguistics and Second Language Acquisition (Vol. 270). Oxfordshire: Routledge.
• Roehr-Brackin, K. (2015). Long-Term Development in an Instructed Adult L2 Learner: Usage-Based and Complexity Theory Applied. Usage-Based Perspectives on Second Language Learning, 181-206.
• Rousse-Malpat, A., & Verspoor, M. (2018). Foreign Language Instruction from a Dynamic Usage-Based (DUB) Perspective. Usage-Inspired L2 Instruction: Researched Pedagogy, 49-55.
• Rousse-Malpat, A., Koote, L., Steinkrauss, R., & Verspoor, M. (2021). Parlez-Vous Francais? Effects of Structure-Based versus Dynamic-Usage-Based Approaches on Oral Proficiency. Language Teaching Research, 13621688211040298.
• Rousse-Malpat, A., Steinkrauss, R., Wieling, M., & Verspoor, M. (2022). Communicative Language Teaching: Structure-Based or Dynamic Usage-Based? Journal of the European Second Language Association, 6(1).
• Sabouri, H., Zohrabi, M., & Osbouei, Z. K. (2015). The Impact of Watching English Subtitled Movies in Vocabulary Learning in Different Genders of Iranian EFL Learners. International Journal on Studies in English Language and Literature, 3(2), 110-125.
• Sarmah, A. (2020). A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language). International Journal of Trend in Scientific Research and Development (IJTSRD), 4(3), 263–268.
• Serafini, E. J. (2017). Exploring the Dynamic Long-Term Interaction between Cognitive and Psychosocial Resources in Adult Second Language Development at Varying Proficiency. The Modern Language Journal, 101(2), 369–390.
• Spada, N. (2007). Communicative Language Teaching. International Handbook of English Language Teaching, 271-288.
• Suzuki, Y., Eguchi, M., & de Jong, N. (2022). Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective. TESOL Quarterly, 56(4).
• Tomasello, M. (2005). Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.
• Truong, L. B., & Tran, L. T. (2014). Students' Intercultural Development through Language Learning in Vietnamese Tertiary Education: A Case Study on the Use of Film as an Innovative Approach. Language and Intercultural Communication, 14(2), 207-225.
• Verspoor, M. & Hong, N. (2013). A Dynamic Usage-Based Approach to Communicative Language Teaching. European Journal of Applied Linguistics, 1(1), 22-54.
• Verspoor, M., & Nguyen, H. T. P. (2015). A Dynamic Usage-Based Approach to Second Language Teaching. Usage-Based Perspectives on Second Language Learning, 305-328.
• Verspoor, M., Schmid, M. S., & Xu, X. (2012). A Dynamic Usage-Based Perspective on L2 Writing. Journal of Second Language Writing, 21(3), 239-263.
• Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). Mind in Society: The Development of Higher Psychological Processes (Revised ed.). Cambridge, MA: Harvard University Press.
• Woottipong, K. (2014). Effect of Using Video Materials in the Teaching of Listening Skills for University Students. International Journal of Linguistics, 6(4), 200.
• Yu, H., & Lowie, W. (2019). Dynamic Paths of Complexity and Accuracy in Second Language Speech: A Longitudinal Case Study of Chinese Learners. Applied Linguistics, 41(6), 1–24