Bir ders aracı olarak dinleme metinlerinin anlamaya etkisi: “Eskici” metni örnekleminde deneysel bir çalışma
Date
2010-04-01
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Publisher
Uludağ Üniversitesi
Abstract
Bu çalışma, dinleme, görsel destekli dinleme, sesli ve sessiz okumanın anlamaya olan etkisini belirlemek amacıyla deneysel desen kullanılarak gerçekleştirilmiştir. Araştırma, Kırşehir ilinde bulunan Prof. Dr. Erol Güngör İlköğretim Okulunda 48 altıncı sınıf öğrencisi örneklem alınarak yapılmıştır. Öğrencilerin seçiminde 5. sınıf Türkçe dersi not ortalamaları esas alınmıştır. 48 kişi dört gruba bölünmüştür. 12 kişilik bir gruba kendi sınıflarında dinleme metni dinlettirilmiş ve 12 kişilik diğer gruba yine sınıflarında metin, sessiz okutturulmuştur. Diğer gruplara slayt destekli metin dinletilmiş ve sesli okuma yaptırılmıştır. Çalışma sonucunda başarı testi uygulanmıştır. Test sonucunda görsel destekli olarak metni dinleyen grubun başarı puanı ortalaması (37,872), sessiz okuyan grubun başarı puanı ortalaması (35,238), dinleyen grubun başarı puanı ortalaması (32,577), sesli okuma yapan grubun başarı puanı ortalaması (27,662) şeklinde gerçekleşmiştir.
This study has been done to see the effects of listening, listening with visual support (visual based listening), oral and silent reading on comprehension. The research has been carried out at Prof. Dr. Erol Güngör Primary school in Kırşehir by sampling 48 sixth graders. While choosing the sample students, their success at Turkish Course was taken in to consideration. 48 students were divided into four groups. 12 students in the first group were made to listen to an audio text in their own classroom and the second group was allowed to read the same text silently in their classroom. The other two groups were provided with slides while listening the text or reading it loudly. At the end of the study, an achievement test was applied. The results showed that the average success point of the group that performed a listening activity with a visual support (visual based listening activity) is 37.872, the average point of silent readers is 35.238, the average point of the group who only listened to the text is 32.577, and the average point of oral readers’ group is 27.662.
This study has been done to see the effects of listening, listening with visual support (visual based listening), oral and silent reading on comprehension. The research has been carried out at Prof. Dr. Erol Güngör Primary school in Kırşehir by sampling 48 sixth graders. While choosing the sample students, their success at Turkish Course was taken in to consideration. 48 students were divided into four groups. 12 students in the first group were made to listen to an audio text in their own classroom and the second group was allowed to read the same text silently in their classroom. The other two groups were provided with slides while listening the text or reading it loudly. At the end of the study, an achievement test was applied. The results showed that the average success point of the group that performed a listening activity with a visual support (visual based listening activity) is 37.872, the average point of silent readers is 35.238, the average point of the group who only listened to the text is 32.577, and the average point of oral readers’ group is 27.662.
Description
Keywords
Dinleme, Görsel dinleme, Sessiz okuma, Sesli okuma, Anlama, Listening, Visual based listening (listening with visual support), Silent reading, Loudly Reading (oral reading), Comprehension
Citation
Türkyılmaz, M. (2010). “Bir ders aracı olarak dinleme metinlerinin anlamaya etkisi: “Eskici” metni örnekleminde deneysel bir çalışma”. Uludağ Üniversitesi Eğitim Fakültesi, 23(1), 207-220.