Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: TED Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2019
Tezin Dili: İngilizce
Öğrenci: İrem Kışlal
Danışman: Melike Ünal Gezer
Özet:
The aim of this study is to review content based instruction (CBI) in foreign language teaching in EFL (English as a Foreign Language) to understand its effectivenes for primary school students. The data collected in the context of Turkish primary school learners' self-reported literacy achievement at the beginning and end of academic semester; teacher interview, and a classroom observation. Sample includes forty-four students, thirty-seven of whom are in Grade 3 and seven are attending Grade 4 at a private primary school at the 2017-2018 academic year. Data collection procedure includes three steps: a) students self-report proficiency exam, b) interview with the Turkish EFL teachers, c) classroom observation. In data collection procedure, a questionnaire including questions about reading and writing skills was administered to students. The questionnaire consists of nine items about reading and eight items about writing skills. It was administered to students in January in the second term of the 2017-2018 academic year, as a pre-test and in July as a post-test to reveal the difference between pupils' reading and writing skills. The analysis of the quantitative data has been carried out SPSS 22 program. The development of reading and writing skills has been analyzed with the dependent groups' t test. A paired sample t-test analysis was conducted to compare the same group of students' EFL reading and writing skills at different times. The results briefly show that there is a significant difference between students' reading and writing skills measured with the pre and post-test. Furthermore, the teacher of each class answered to some questions about students' language development and CBI program. In terms of teachers' opinions, the study puts forward that teachers have positive attitudes towards CBI. This study includes classroom observation in order to find out learners' classroom interaction to understand classroom discourse. For this purpose an observation scheme was adapted from Spada & Fröhlich's (1995) Communicative Orientation of Language Teaching (COLT) analysis. CBI lessons were observed in terms of verbal interaction, activities, participant organization and materials. According to COLT analysis of the classroom observations, during the lessons, students were in the centre, they were active learners and they had a chance to communicate in an authentic classroom environment with authentic materials. Findings of the present study have important implications for literacy skills improvement and creating authentic learning opportunities involved in foreign language teaching, policy making, and educational planning in Turkey.