Research Article
Çizgi Romanların Yabancı Dil Olarak İngilizce Öğrenen Öğrencilerin Okuma Motivasyonu Üzerindeki Etkisi
Abstract
Bu çalışmanın amacı, Türkiye’deki İngilizce ders
kitaplarında ihmal edilen bir tür olan çizgi romanların niteliğine ışık tutmak
ve okuma materyali olarak çizgi roman kullanımının ortaokul seviyesinde
İngilizce öğrenen Türk öğrencilerin üzerindeki muhtemel etkisini ortaya
koymaktır. Bu araştırma için, ortaöğretim seviyesinde İngilizceyi yabancı dil
olarak öğrenen Türk öğrencilerden iki grup seçildi. Bu iki grubun homojenliğini
belirlemek için Nelson Seviye testi uygulandı. Deney grubundaki öğrencilerin
okuma motivasyonlarının çizgi roman okuma ile yüksek oranda ilişkili olduğu
bulunmuştur. Bu çalışmanın bulguları, dil derslerinde kullanılan okuma türleri
ile öğrencilerin ders materyalını okuma konusundaki motivasyonu arasındaki
ilişki üzerine yeni bir ışık tutabilir. Bu bulgular,
eğlenceli okuma materyallerının geliştirilip İngilizce ders kitaplarında
kullanılması için melzeme geliştiricilere yeni bir bakış açısı sunması bakımından
önemli öneriler içermektedir.
Keywords
References
- Baker, L. & Wigfield, A. (1999). “Dimensions of Children’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement”. Reading Research Quarterly, 34, 452-447.
- Belmerchri, F. & Hummel, K. (1998). “Orientations and motivation in the acquisition of English as a second language among high school students in Quebec City”. Language Learning, 48 (2), 219-244.
- Cox, K.E. & Guthrie, J.T. (2001). “Motivational and cognitive contributions to students’ amount of reading”. Contemporary Educational Psychology, 26, 116-131.
- Çelik, M. (2004). “Humor: what it can do for tertiary students?” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 59-66.
- Davies, J. & Brember, I. (1993) Standards in reading at key stage 1Ð a cause for celebration? A seven-year cross-sectional study, Educational Research, 40(2), pp. 1± 9.
- Dornyei, Z, & Csizer, K. (1998). “Ten commandments for motivation language learners: results of an empirical study”. Language Teaching Research, 2 (3), 203-229. Retrieved on October 5, 2016 from http://www.ltr.sagepub.com/content/vol2/issue3/.
- Dornyei, Z. (2003). “Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications”. Language Learning, 53 (1), 3-32.
- Fowler, W.S. & Coe, N. (1976). Nelson English language Tests. Canada: Nelson and Sons Ltd.
- Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
- Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
- Gardner, R. C., Day, J. B., & Macintyre, P. D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14(2), 197-214.
- Gardner, R.C. , Smythe, P. C. , & Clemet, R. (1979). “Intensive second language study in a bicultural milieu: An investigation of attitudes, motivation and language proficiency”. Language learning, 29, 305-320.
- Gardner, R. C., Tremblay, P. F., & Masgoret, A-M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
- Guthrie, J. T. , Hoa, A. L. W. ,Wigfield, A. ,Tonks, S. M. Humenick, N.M., Littles, E.(2007). “Reading Motivation and Reading comprehension Growth in the later Elementary Years”. Contemporary Educational Psychology. 32(3), 282-313.Retrieved on April 29, 2017 from http://eric.ed.gov/ERICWebPortal
- Hong-Yun, W, & Ping, H (2007). “Major factors influencing reading comprehension: a Factor analysis approach”. Sino-US English Teaching. 4 (9), 14-19. Retrieved on May 04, 2017 from
- http://wenku.baidu.com/view/0977010590c69ec3d5bb75ce.html
- Krashen, S. D. (2004). Applying the comprehension hypothesis: Some suggestions.
- Latha, L.H. (1999). “A Reading Program for Elementary Schools”. English Teaching Forum On-Line, 37 (4). Retrieved on May 04, 2017 from, http://www.exchanges.state.gov/forum/vols/vol37/no4/p12.htm
- Mclntosh, C, N. & Noels, K. A. (2004). “Self-Determined Motivation for Language Learning: The Role of Need for Cognition and Language Learning Strategies”. Zeitschrift fur Interkulturellen Fremdsprachenterricht, 9 (2). Retrieved on March, 2012, from http://zif.spz.tu-darmstadt.de/jg-09-2/beitrag/Mcintosh2.htm.
- Mori, S. (2002). “Redefining motivation to read in a foreign language”. Reading in Foreign Language, 14 (2).
- Oxford advanced Learners’ Dictionary. (2004). Oxford: Oxford University press.
- Pinsonneault, B.C. (2008). “Authentic input in early second language learning”. Unpublished Thesis. University of Massachusetts Amherst. Retrieved on May 03, 2017 from.
- http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1236&context=theses&sei-redir=1&referer=
- Razi, S. (2005). “The effects of cultural schema and reading activities on reading comprehension”. The Reading Matrix. 4 (2), 20-53. Retrieved on September 20, 2011 from. http://www.readingmatrix.com/conference/pp/procedings/razi.pdf
- Wright, G. (1979). The comic strip in the classroom for the reluctant disabled reader. Reading Improvement, 16, 13-17.
- Worthy, J. Moorman, M. Turner, M. (1999). “What Johnny likes to read is hard to find in school”. Reading Research Quarterly, 34 (1), 12-27.
Year 2018,
Volume: 26 Issue: 2, 281 - 286, 15.03.2018
Abstract
The
aim of this study is to shed light on the nature of comic strips - an ignored
genre in English language textbooks in Turkey - and to assess the probable
effect of using comics as reading materials on Turkish intermediate EFL
learners’ motivation to read. Two groups of Turkish teenage intermediate EFL
learners were selected for this study. A Nelson Proficiency Test was
administered in order to determine the homogeneity of the two groups. It was
found that the experimental group students’ reading motivation was highly
correlated with reading comics. The findings of this study may shed new light
on the relationship between the kind of reading genres used in language classes
and the students’ motivation to read the materials. These findings have
important implications for offering new insights to material developers for the
development and inclusion of enjoyable reading materials in English textbooks.
References
- Baker, L. & Wigfield, A. (1999). “Dimensions of Children’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement”. Reading Research Quarterly, 34, 452-447.
- Belmerchri, F. & Hummel, K. (1998). “Orientations and motivation in the acquisition of English as a second language among high school students in Quebec City”. Language Learning, 48 (2), 219-244.
- Cox, K.E. & Guthrie, J.T. (2001). “Motivational and cognitive contributions to students’ amount of reading”. Contemporary Educational Psychology, 26, 116-131.
- Çelik, M. (2004). “Humor: what it can do for tertiary students?” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 59-66.
- Davies, J. & Brember, I. (1993) Standards in reading at key stage 1Ð a cause for celebration? A seven-year cross-sectional study, Educational Research, 40(2), pp. 1± 9.
- Dornyei, Z, & Csizer, K. (1998). “Ten commandments for motivation language learners: results of an empirical study”. Language Teaching Research, 2 (3), 203-229. Retrieved on October 5, 2016 from http://www.ltr.sagepub.com/content/vol2/issue3/.
- Dornyei, Z. (2003). “Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications”. Language Learning, 53 (1), 3-32.
- Fowler, W.S. & Coe, N. (1976). Nelson English language Tests. Canada: Nelson and Sons Ltd.
- Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
- Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
- Gardner, R. C., Day, J. B., & Macintyre, P. D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14(2), 197-214.
- Gardner, R.C. , Smythe, P. C. , & Clemet, R. (1979). “Intensive second language study in a bicultural milieu: An investigation of attitudes, motivation and language proficiency”. Language learning, 29, 305-320.
- Gardner, R. C., Tremblay, P. F., & Masgoret, A-M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
- Guthrie, J. T. , Hoa, A. L. W. ,Wigfield, A. ,Tonks, S. M. Humenick, N.M., Littles, E.(2007). “Reading Motivation and Reading comprehension Growth in the later Elementary Years”. Contemporary Educational Psychology. 32(3), 282-313.Retrieved on April 29, 2017 from http://eric.ed.gov/ERICWebPortal
- Hong-Yun, W, & Ping, H (2007). “Major factors influencing reading comprehension: a Factor analysis approach”. Sino-US English Teaching. 4 (9), 14-19. Retrieved on May 04, 2017 from
- http://wenku.baidu.com/view/0977010590c69ec3d5bb75ce.html
- Krashen, S. D. (2004). Applying the comprehension hypothesis: Some suggestions.
- Latha, L.H. (1999). “A Reading Program for Elementary Schools”. English Teaching Forum On-Line, 37 (4). Retrieved on May 04, 2017 from, http://www.exchanges.state.gov/forum/vols/vol37/no4/p12.htm
- Mclntosh, C, N. & Noels, K. A. (2004). “Self-Determined Motivation for Language Learning: The Role of Need for Cognition and Language Learning Strategies”. Zeitschrift fur Interkulturellen Fremdsprachenterricht, 9 (2). Retrieved on March, 2012, from http://zif.spz.tu-darmstadt.de/jg-09-2/beitrag/Mcintosh2.htm.
- Mori, S. (2002). “Redefining motivation to read in a foreign language”. Reading in Foreign Language, 14 (2).
- Oxford advanced Learners’ Dictionary. (2004). Oxford: Oxford University press.
- Pinsonneault, B.C. (2008). “Authentic input in early second language learning”. Unpublished Thesis. University of Massachusetts Amherst. Retrieved on May 03, 2017 from.
- http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1236&context=theses&sei-redir=1&referer=
- Razi, S. (2005). “The effects of cultural schema and reading activities on reading comprehension”. The Reading Matrix. 4 (2), 20-53. Retrieved on September 20, 2011 from. http://www.readingmatrix.com/conference/pp/procedings/razi.pdf
- Wright, G. (1979). The comic strip in the classroom for the reluctant disabled reader. Reading Improvement, 16, 13-17.
- Worthy, J. Moorman, M. Turner, M. (1999). “What Johnny likes to read is hard to find in school”. Reading Research Quarterly, 34 (1), 12-27.
There are 26 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Other ID | 997 |
| Journal Section | Review Article |
| Authors | |
| Publication Date | March 15, 2018 |
| Acceptance Date | July 20, 2017 |
| Published in Issue | Year 2018 Volume: 26 Issue: 2 |