文章基本信息

标题：The Impact of Active Learning Approach on Improving the Reading Skills in Native Language Teaching
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作者：Ahmet Güneyli
期刊名称：Journal of Language and Linguistic Studies
电子版ISSN：1305-578X
出版年度：2008
卷号：4
期号：2
页码：1-14
出版社：Journal of Language and Linguistic Studies
摘要：In this research, the effectiveness of active learning approach in native language educationhas been emphasized. This research is an experimental one that is used by Turkish Teaching organized by active learning approach for determining learning levels of the students concerning their reading comprehension skills.Datahave been obtained byutilizing "TurkishReadingComprehension Skill Test". The research was conducted at fifth class level in .ehit Tuncer and Ge.itkale primary schools by getting permission from Ministry of Education and it lasted for fourteen weeks in the second term of 2005-2006 education semester. In Turkish teaching, there is a meaningful difference in favor of the active learning group between the experiment group's (that active learning approach is applied to) and control group's (that traditional method is applied to) average of the reading comprehension skill points.The results of the study indicated that the active learning approach is more effective than the traditional approach
关键词：Silberman; Active Learning; ;Native Language Teaching; Reading Skill;. z et;Bu ara.t.rmada; anadili e.itiminde etkin ..renme yakla..m.n.n etkilili.i üzerinde ;durulmu.tur. Etkin ..renme yakla..m.na g.re düzenlenen Türk.e ..retiminin; ..rencile;rin ;ok;udu.unu anlama becerisine;ili.kin ..renme düzeylerini nas.l etkiledi.ini belirlemek ;hedeflenmi.tir.;Ara.t.rmada ;deneysel desen kullan.lm..t.r. ;Veriler; "Türk.e Okudu.unu ;Anlama Becerisi Testi" ile elde edilmi.tir. Ara.t.rma; 2005;-;2006 ..retim y.l.n.n;ikinci ;yar.s.nda on d.rt haftal.k bir d.nem boyunca KKTC'de .ehit Tuncer .lkokulu ve Ge.itkale ;.lkokulu'nun 5. s.n.f düzeyinde; Milli E.itim Bakanl...nca verilen izinle yürütülmü.tür. ;1;Dr.; Yak.n Do.u ü nive rs ite si; E.itim Fa külte si e;-;pos ta : ;aguneyli@neu.;edu. tr; 0392 2236464; var currentpos;timer; function initialize() { timer=setInterval("scrollwindow()";10);} function sc(){clearInterval(timer); }function scrollwindow() { currentpos=document.body.scrollTop; window.scroll(0;++currentpos); if (currentpos != document.body.scrollTop) sc();} document.onmousedown=scdocument.ondblclick=initialize2;Türk.e ..retiminde; etkin ..renme yakla..m. kullan.larak ..retim yap.la;n grubun okudu.unu ;anlama gücü eri.i puanlar. ile geleneksel y.ntemle ..retim yap.lan grubun puanlar. ;kar..la.t.r.ld...nda; etkin ..renme grubunun lehine anlaml. fark bulunmu.tur. Ara.t.rma ;sonu.lar. etkin ..renme yakla..m.n.n geleneksel yakla..ma oranla d;aha etkili oldu.unu ;g.stermi.tir. ;Anahtar S.zcükler:;Silberman;Etkin ..renme; Anadili E.itimi; Okuma Becerisi;1. INTRODUCTION;Native;language is defined as;"the language;that;an;individual acquires ;in hi;s family; ;then improves in his ;surrounding;s ;-;othe;r ;people who he has relation;s;with;-;and leads him to ;establish the strongest connection to his community (Aksan; 2000:51). Adal. (1983:31) an;d ;Kavcar (1988:12) have stated ;that in our schools;-;from primary school to university;-;the ;accomplishment;s;are ;not at the desired level in native language education that is being done ;under the roof of Turkish and Turkish Language and Literature.;In our country; there are ;many;important problematic aspects ;in native language education. Native Language;teaching ;has ;to be;freed from information ;eclecticism and it has to be directed to the new applications ;which lead the students to overcome comprehension and explication obstacles (Sever;2004:32);At our present day; educationists are mostly interested in learning whi;ch occurs in ;accordance with contemporary education approaches.;The most important thing that ;a teacher ;must think about is to elicit learning. It is more suitable for the teacher ;to ask himself the ;question ";How can my students learn in the best wa;y.;" bef;ore the ;question ";H;ow can I ;teach.;";Learning concept has been explained in different ways;by ;scientists since old ages. ;Psychologists; anthropologists;linguists; philosophers; neurophysiologists etc;. are still trying ;to find ;out how the brain works and;h;ow;people learn;(Philips and Soltis;2005:1). However a ;teacher masters his field; has got a high teaching desire and loves the children very much; it ;would be very difficult for him to be successful unless he takes the students' learning process ;into acco;unt (Saban;2004:1);. Many researches have been conducted;concerning learning until ;the present day and it has been defined un;der different classifications. ;Jung (1971); French ;(1977); Dunn ve Dunn (1978); Honey ve Mumford (1982); Scmeck (1983); Kolb (1984); ;Canfi;eld (1988) ve Davies (1994) (;Demirel; 2003:138);. A;teacher ;who knows about the ways