Yıl 2011,
Cilt: 7 Sayı: 1, 111 - 123, 14.01.2013
Öz
Hem EFL hem de ESL öğrencileri, daha önce karşılaşmış oldukları sözcükleri akılda tutamamaktan şikayet edegelmişlerdir. Sıklıkla kullanılan sözcük ezberleme teknikleri arasında, öğrencilerin sözcüklerin etimolojik yapılarınının farkında olmasını sağlamak, diğer tekniklere kıyasla üzerinde daha az araştırma yapılmış bir tekniktir. Bu sebeple, bu çalışmada 30 adet sıklık düzeyi düşük sözcüğün etimolojik ögelerinin sunulmasının, EFL öğrencilerinin sözcükleri kısa ve uzun vadede hafızalarında tutabilmeleri üzerindeki etkisi araştırılmıştır. Sayısı 32 olan katılımcılar, deney ve kontrol gruplarına rastlantısal olarak atanmış 2 orta düzey dil sınıfının öğrencileridir. Her iki gruptaki öğrencilerden, sözcüklerin anlamlarını sözlükten bakmaları istenmiş olmakla birlikte, deney grubunda yer alan katılımcılara ek olarak, sözcüklerin etimolojik yapıları ile ilgili kısa bir açıklamada bulunulmuştur. Kısa süreli ve uzun süreli sontestler etimolojik açıklamanın hafıza üzerindeki yararını ortaya koymuştur.
Anahtar Sözcükler: sözcük öğretimi, etimoloji, akılda tutma, hafıza teknikleri
Anahtar Kelimeler
Kaynakça
- Boers, F. (2001). Remembering figurative idioms by hypothesizing about their origins. Prospect, 16, 35 – 43.
- Boers, F., Eyckmans, J., & Stengers, H. (2007). Presenting figurative idioms with a touch of etymology: more than mere mnemonics? Language Teaching Research, 11, 43 – 62.
- Bogaards, P. (2001). Lexical units and the learning of foreign language vocabulary. Studies in Second Language Acquisition, 23, 321 – 343.
- Carter, R. (1998). Vocabulary: Applied linguistics perspectives (2nd edition). London: Routledge.
- Cermak, L., & Craik, F. (1979). Levels of processing in human memory. Hillsdale, NJ: Lawrence Erlbaum.
- Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Eds.), Teaching English as a second or foreign language (pp. 285– 299). Boston, MA:Heinle and Heinle.
- Meara, P. (2002). The rediscovery of vocabulary. Second Language Research, 18, 393 – 407.Morimoto, S., & Loewen, S. (2007). A comparison of the effects of image schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research, 11, 347 – 372.
- Nassaji, H. (2007). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 57, 79 – 113.
- Nation, P. (1997). L1 and L2 use in the classroom: a systematic approach. TESL Reporter, 30(2), 19 – 27.
- Paivio, A. (1990). Mental representations: A dual coding approach. Oxford: Oxford University comprehension: A need for alternative perspectives. Language Learning, 57, 79 – 113.
- Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 174-200). Cambridge: Cambridge University Press.
- Ramachandran, Sh. D., & Rahim H. A. (2004). Meaning recall and retention: The impact of translation method on elementary level learners’ vocabulary learning. RELC Journal, 35, 161 – 178.
- Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146 – 141.
- Richards, J. C. & Schmidt,R. (2002). Longman dictionary of language teaching and applied linguistics (3rd edition). White Plains, NY: Pearson Education.
- Schmitt N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12, 329 – 363.
- Sokmen, J. A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt and M. McCarthy (Eds.), Vocabulary description, acquisition and pedagogy (pp. 237–257). Cambridge: Cambridge University Press.
- Trench, R. (1851). The study of words. London: John Parker. Appendix A
- The target words used in this study Accost Anathema Augur Banquet Bawl Candid Claptrap Dapper Drivel Eccentric Fiasco Genial Hermetic Homage Immaculate Kowtow Jovial Limbo Macabre Moniker Nemesis Nepotism Ordeal Oxymoron Pavilion Procrastinate Puny Quagmire Somersault Yarn
- Eğitimde Kuram ve Uygulama
- © Çanakkale Onsekiz Mart University, Faculty of Education. All rights reserved.
- © Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi. Bütün hakları saklıdır. - 123
Yıl 2011,
Cilt: 7 Sayı: 1, 111 - 123, 14.01.2013
Öz
Kaynakça
- Boers, F. (2001). Remembering figurative idioms by hypothesizing about their origins. Prospect, 16, 35 – 43.
- Boers, F., Eyckmans, J., & Stengers, H. (2007). Presenting figurative idioms with a touch of etymology: more than mere mnemonics? Language Teaching Research, 11, 43 – 62.
- Bogaards, P. (2001). Lexical units and the learning of foreign language vocabulary. Studies in Second Language Acquisition, 23, 321 – 343.
- Carter, R. (1998). Vocabulary: Applied linguistics perspectives (2nd edition). London: Routledge.
- Cermak, L., & Craik, F. (1979). Levels of processing in human memory. Hillsdale, NJ: Lawrence Erlbaum.
- Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Eds.), Teaching English as a second or foreign language (pp. 285– 299). Boston, MA:Heinle and Heinle.
- Meara, P. (2002). The rediscovery of vocabulary. Second Language Research, 18, 393 – 407.Morimoto, S., & Loewen, S. (2007). A comparison of the effects of image schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research, 11, 347 – 372.
- Nassaji, H. (2007). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 57, 79 – 113.
- Nation, P. (1997). L1 and L2 use in the classroom: a systematic approach. TESL Reporter, 30(2), 19 – 27.
- Paivio, A. (1990). Mental representations: A dual coding approach. Oxford: Oxford University comprehension: A need for alternative perspectives. Language Learning, 57, 79 – 113.
- Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 174-200). Cambridge: Cambridge University Press.
- Ramachandran, Sh. D., & Rahim H. A. (2004). Meaning recall and retention: The impact of translation method on elementary level learners’ vocabulary learning. RELC Journal, 35, 161 – 178.
- Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146 – 141.
- Richards, J. C. & Schmidt,R. (2002). Longman dictionary of language teaching and applied linguistics (3rd edition). White Plains, NY: Pearson Education.
- Schmitt N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12, 329 – 363.
- Sokmen, J. A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt and M. McCarthy (Eds.), Vocabulary description, acquisition and pedagogy (pp. 237–257). Cambridge: Cambridge University Press.
- Trench, R. (1851). The study of words. London: John Parker. Appendix A
- The target words used in this study Accost Anathema Augur Banquet Bawl Candid Claptrap Dapper Drivel Eccentric Fiasco Genial Hermetic Homage Immaculate Kowtow Jovial Limbo Macabre Moniker Nemesis Nepotism Ordeal Oxymoron Pavilion Procrastinate Puny Quagmire Somersault Yarn
- Eğitimde Kuram ve Uygulama
- © Çanakkale Onsekiz Mart University, Faculty of Education. All rights reserved.
- © Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi. Bütün hakları saklıdır. - 123
Toplam 21 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 14 Ocak 2013 |
| Gönderilme Tarihi | 14 Aralık 2012 |
| Yayımlandığı Sayı | Yıl 2011 Cilt: 7 Sayı: 1 |