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    From preschool to elementary 4th grade: The follow-up study of the effect of life-focused foreign language acquisition program
    (International Journal of Research in Education and Science, 2020) Uslu, Banu
    The present study examines the longitudinal effects of the Life-Focused Foreign Language Acquisition Program (LFFLAP) on children who were attending public preschool education. The sample of the study consists of two groups of students studying in a public school in the Selçuklu district of Konya. During the follow-up period, the experimental group children did not receive any other English language education until the 2nd grade. The control group children, who never had any foreign language education, started to learn English in 2nd grade for the first time via the Ministry of National Education Program. The Life-Focused Foreign Language Acquisition Scale was used to assess the level of English language acquisition of students. Non-parametric statistical techniques were used to analyze the data. According to the results of the study, the meaningful differences between the control and experimental group students in the beginning disappeared gradually by the time they reached 4th grade. Based on the findings and results of this research elementary school foreign language classes can be increased from two hours a week to five hours a week (as in one hour a day) and the foreign language teachers can use the target language in their classes instead of the native one. © 2020, International Journal of Research in Education and Science. All rights reserved.
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    Okul öncesi dönem çocuklarına yönelik yaşantı odaklı yabancı dil edinimi programının ingilizce öğrenimine etkisinin incelenmesi
    (2018) Uslu, Banu
    Bu araştırma ile okul öncesi dönemde yabancı dil eğitimi süreçleriyle ilk defa karşı karşıya kalan 50-74 aylık çocuklara yönelik uygulanan Yaşantı Odaklı Yabancı Dil Edinimi Progamının (YOYDEP) İngilizce öğrenmeye ve kalıcılağa etkisi incelenmiştir. Ayrıca gerçekleştirilen uygulamaların çocukların İngilizce öğrenmelerindeki etkileri öğretmen ve ebeveynlerin gözlem ve görüşlerinden yola çıkarak betimlenmeye çalışılmıştır. Karma yöntemle gerçekleştirilen araştırmanın nicel boyutunda tek grup öntest-sontest deneme modeli, nitel boyutunda ise olgubilim (fenomenoloji) araştırması deseni kullanılmıştır. Veri toplama aracı olarak kullanılan görüşme formu ile elde edilen veriler içerik analizi tekniği ile incelenmiştir. Nicel ölçme aracı olarak Yaşantı Odaklı Yabancı Dil Edinimi Ölçeği (YOYDEÖ) deneysel işlemin öncesinde, sonrasında ve kalıcılık testi olarak 2016-2017 Bahar döneminde 3 kez uygulanmıştır. Ayrıca anasınıfındaki çocukların öğretmen ve ebeveynleriyle yarı yapılandırılmış görüşme gerçekleştirilmiştir. Araştırma sonuçlarına göre yaşantı odaklı yabancı dil edinimi uygulamalarının çocukların dil edinimlerinde etkili olduğu gözlenmiştir. Araştırmanın nitel verilerinin analiziyle elde edilen sonuçlara göre “Yabancı dilde aktif olma”, ‘Yabancı dile yönelik olumlu tutum’, ‘Öğrendiklerini transfer’ ve ‘Öğrendiklerini paylaşma’ temaları çocukların yabancı dili öğrenme sürecinde ortak olarak gözlenen ve ifade edilen temalardır. Bununla birlikte öğretmen ve velilerin ifadelerine göre anasınıfında öğrenim gören çocuklar dili kullanmaya uyum sağlama, dilde özgüvene sahip olma, kendini ifade etme ve telaffuz açısından kısmen sorunlar yaşamışlardır.
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    Preschool teachers'/principals' feelings matter: their metaphoric perceptions on academicians
    (Routledge Journals, Taylor & Francis Ltd, 2019) Uslu, Banu
    This study focuses on preschool teachers'/principals' perceptions on 'academicians' via the metaphors they produced. 'Academic Metaphor Form' is applied to 65 preschool teachers/principals (64 female and 1 male) during the spring term of 2018. The research was designed as a phenomenological study, a qualitative research method. To analyze the data, content analysis technique is used. This study revealed that participants see academicians far from constructivist and student-centered approach. The distribution of the metaphors considering their positive and negative production is discussed.
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    The effect of foreign language acquisition on preschool children's self-regulation and social skills
    (Routledge Journals, Taylor & Francis Ltd, 2020) Uslu, Banu
    Recent studies have revealed that the development of self-regulation and social skills in preschool children is important for later academic success, social acceptance and psychological wellbeing. Children who lack these skills are at risk for not being able to socialize and may face rejection behaviors among peers, show aggressive behaviors, or suffer from other personal issues which prevent them from being successful in life. The present experimental study was conducted to examine the effects of foreign language acquisition on preschool children's self-regulation and social skills. In this respect, although there are studies examining the effect of social and/or self-regulation skills on foreign language learning, the field is lacking studies which examine the inverse relationship: the effect that foreign language learning has upon these skills. The present study endeavors to contribute to the literature in this sense. According to the results of the present study, it is seen that foreign language acquisition has a positive effect on preschool children's self-regulation and social skills. Considering the results, it can be said that more foreign language programs should be designed with specific consideration for developing children's self-regulation and social skills. Additional research studying different age groups, larger sample groups or with different language programs is recommended.
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    Öğe
    The effect of foreign language acquisition on preschool children’s self-regulation and social skills
    (Routledge, 2020) Uslu, Banu
    Recent studies have revealed that the development of self-regulation and social skills in preschool children is important for later academic success, social acceptance and psychological wellbeing. Children who lack these skills are at risk for not being able to socialize and may face rejection behaviors among peers, show aggressive behaviors, or suffer from other personal issues which prevent them from being successful in life. The present experimental study was conducted to examine the effects of foreign language acquisition on preschool children’s self-regulation and social skills. In this respect, although there are studies examining the effect of social and/or self-regulation skills on foreign language learning, the field is lacking studies which examine the inverse relationship: the effect that foreign language learning has upon these skills. The present study endeavors to contribute to the literature in this sense. According to the results of the present study, it is seen that foreign language acquisition has a positive effect on preschool children’s self-regulation and social skills. Considering the results, it can be said that more foreign language programs should be designed with specific consideration for developing children’s self-regulation and social skills. Additional research studying different age groups, larger sample groups or with different language programs is recommended. © 2020, © 2020 EECERA.