International Association of Educators   |  ISSN: 1309-0682
Akdeniz Eğitim Araştırmaları Dergisi
International Association of Educators

Orjinal Araştırma Makalesi | Akdeniz Eğitim Araştırmaları Dergisi 2022, Cil. 16(40) 41-54

Tertiary EFL Learners’ Attitudes towards Graded Readers

Cevdet Yılmaz & Gökhan Hınız

ss. 41 - 54   |  DOI: https://doi.org/10.29329/mjer.2022.481.3   |  Makale No: MANU-1911-01-0004

Yayın tarihi: Haziran 30, 2022  |   Okunma Sayısı: 184  |  İndirilme Sayısı: 223

PDF İndir

Özet

The use of different literary texts in language learning and teaching was undertaken in many research articles, reviews, and dissertations. Several studies have indicated the effectiveness of literature in language teaching and learning. One of the literary texts used to teach a foreign or second language is graded readers which are simplified versions of original texts. This qualitative case study intends to investigate tertiary EFL learners’ attitudes towards the use of graded readers in language learning. Participants of the study were 11 English preparatory class students at a Turkish state university. Data for the study were gathered through semi-structured individual interviews. Interviews were transcribed and analysed using thematic content analysis. Findings suggest that students have positive attitudes towards the use of graded readers, and they feel that those texts help them to improve their language skills; reading, writing, speaking, vocabulary knowledge, and grammar. Interview data also revealed that in the process of graded reader activity, learners used reading strategies and higher-order thinking skills such as critical thinking, collaboration and communication although they were not taught or instructed to use them.

Anahtar Kelimeler: Graded Readers, Literature in ELT, Extensive Reading

Bu makaleye nasıl atıf yapılır?

APA 6th edition
Yilmaz, C. & Hiniz, G. (2022). Tertiary EFL Learners’ Attitudes towards Graded Readers . Akdeniz Eğitim Araştırmaları Dergisi, 16(40), 41-54. doi: 10.29329/mjer.2022.481.3

Harvard
Yilmaz, C. and Hiniz, G. (2022). Tertiary EFL Learners’ Attitudes towards Graded Readers . Akdeniz Eğitim Araştırmaları Dergisi, 16(40), pp. 41-54.

Chicago 16th edition
Yilmaz, Cevdet and Gokhan Hiniz (2022). "Tertiary EFL Learners’ Attitudes towards Graded Readers ". Akdeniz Eğitim Araştırmaları Dergisi 16 (40):41-54. doi:10.29329/mjer.2022.481.3.
Kaynakça
  1. Akyel, A., & Yalçın, E. (1990). Literature in the EFL class: A study of goal-achievement incongruence. ELT Journal, 44(3), 174-180. http://dx.doi.org/10.1093/elt/44.3.174 [Google Scholar]
  2. Bernhardt, E. (2011). Understanding advanced second-language reading. New York, NY: Routledge. [Google Scholar]
  3. Bosley, L. (2008). “I Don't Teach Reading”: Critical Reading Instruction in Composition Courses. Literacy Research And Instruction, 47(4), 285-308. doi: 10.1080/19388070802332861 [Google Scholar] [Crossref] 
  4. Brantmeier, C. (2005). Effects of reader’s knowledge, text type, and test type on L1 and L2 reading comprehension. The Modern Language Journal, 89(1), 37–53. [Google Scholar]
  5. Brumfit, C., & Carter, R. (1986). Oxford: Oxford University Press. [Google Scholar]
  6. Bogdan dan S.K. Biklen. (1992). Qualitative Research for Education, an Introduction to Theory and Methods. Boston: Allyn and Bacon Inc. [Google Scholar]
  7. Carrell, P., & Grabe, W. (2010). Reading. In N. Schmitt, An Introduction to Applied Linguistics (2nd ed., pp. 215-231). London: Hodder Education. [Google Scholar]
  8. Carter, R. & M. N. Long. 1991. Teaching Literature. New York: Longman. [Google Scholar]
  9. Cohen, L., Manion, L., & Morrisson, K. (2008). Research methods in education. London, New York: Routledge. [Google Scholar]
  10. Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource book of ideas and activities. Cambridge: Cambridge University Press. [Google Scholar]
  11. Crossley, S., Louwerse, M., McCarthy, P., & McNamara, D. (2007). A Linguistic Analysis of Simplified and Authentic Texts. The Modern Language Journal, 91(1), 15-30. doi: 10.1111/j.1540-4781.2007.00507.x [Google Scholar] [Crossref] 
  12. Duff, P. (2008). Case Study Research in Applied Linguistics. New York: Lawrence Erlbaum Associates - Taylor & Francis Group. [Google Scholar]
  13. Facione, Peter. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment. [Google Scholar]
  14. Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. doi: 10.1037//0003-066x.34.10.906 [Google Scholar] [Crossref] 
  15. Garner, R. (1987). Metacognition and reading comprehension. Norwood. NJ: Ablex publishing.  [Google Scholar]
  16. Hall, G. (2005). Literature in Language Education. New Your: Palgrave Macmillan. [Google Scholar]
  17. Hedge, T. (1985). Using readers in language teaching. London: Macmillan. [Google Scholar]
  18. Heigham, J., & Croker, R. A. (2009). Qualitative research in applied linguistics: A practical introduction Palgrave Macmillan. [Google Scholar]
  19. Hirvela, A. (1996). Reader-response theory and ELT. ELT Journal, 50(2), 127-134. doi: 10.1093/elt/50.2.127 [Google Scholar] [Crossref] 
  20. Huang, H., Chern, C. and Lin, C. (2009). EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study. Computers & Education, 52(1), pp.13-26. [Google Scholar]
  21. Institute for Academic Excellence Inc. (1997). Critical Thinking and Literature-Based Reading. Madison: Advantage Learning Systems, Inc. Retrieved from https://files.eric.ed.gov/fulltext/ED421688.pdf [Google Scholar]
  22. Johnson, P. (1981). Effects on Reading Comprehension of Language Complexity and Cultural Background of a Text. TESOL Quarterly, 15(2), 169. doi: 10.2307/3586408 [Google Scholar] [Crossref] 
  23. Kletzien, S. B. (1991). Strategy use by good and poor comprehenders reading expository text at different levels. Reading Research Quarterly, 24, 67–85. [Google Scholar]
  24. Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching (3rd ed.). China: Oxford University Press. [Google Scholar]
  25. Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge: Cambridge University. [Google Scholar]
  26. Long, M. (1997). Teaching literature. Harlow: Longman. [Google Scholar]
  27. Marin, L., & Halpern, D. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills And Creativity, 6(1), 1-13. doi: 10.1016/j.tsc.2010.08.002 [Google Scholar] [Crossref] 
  28. Maley, A. and A. Duff. 1989. The Inward Ear. Cambridge: Cambridge University Press. [Google Scholar]
  29. Nation, P., & Wang, K. (1999) Graded readers and vocabulary. Reading in a Foreign Language, 12, 355-380. (http://nflrc.hawaii.edu/rfl/). [Google Scholar]
  30. Nation, I. (2009). Teaching ESL/EFL Reading and Writing. New York: Routledge. [Google Scholar]
  31. Oxford, R. 1990. Language learning strategies: What every teacher should know. Boston: Hinle & Hinle. [Google Scholar]
  32. Parkinson, B. & Reid Thomas, H. (2000). Teaching Literature in a Second Language. Edinburg University Press [Google Scholar]
  33. Richards, K. (2011). Interviews in Croker & Heigham’s Qualitative research in applied linguistics (pp. 182-199). Basingstoke Hampshire: Palgrave Macmillan. [Google Scholar]
  34. Rubin, J. 1987. Learner strategie: Theoretical assumptions, research history, and typology. In A. Wenden & J. Rubin. Eds. Learners Srtaregies and Language Learner. 2nd Edition. Boston: Hinle & Hinle. [Google Scholar]
  35. Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29, 431–449. [Google Scholar]
  36. Shook, David J. "Foreign Language Literature and the Beginning Learner-Reader." Foreign Language Annals 29.2 (1996): 201- [Google Scholar]
  37. Shook, David J. (1997). Identifying and overcoming possible mismatches in the beginning reader-literary text interaction. Hispania80, 234–243. [Google Scholar]
  38. Trilling, B. and Fadel, C. (2013). 21st century skills. San Francisco, Calif.: Jossey-Bass. [Google Scholar]
  39. Young, D. (1999). Linguistic Simplification of SL Reading Material: Effective Instructional Practice?. The Modern Language Journal, 83(3), 350-366. doi: 10.1111/0026-7902.00027 [Google Scholar] [Crossref] 
  40. Widdowson, H.G. (1984). Aspects of Language Teaching. Oxford University Press [Google Scholar]
İndir
Metric
Geçmiş
Benzer

Cilt 16 Sayı 40

Haziran 2022

Tüm Makaleler

Akdeniz Eğitim Araştırmaları Dergisi

International Association of Educators.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Gizlilik     |     Kullanım Koşulları     |     Çerez Politikaları
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.