Edebiyat Üzerine Temellendirilen İngilizce Öğretiminde Yöntemsel Seçimler: Kurgusal ve Kurgusal Olmayan Edebi Metinler
Özet
Bu çalışma, yabancı dil olarak İngilizce öğretiminde edebiyat temelli yaklaşımın sunduğu imkânları ve kurgusal ile kurgusal olmayan edebi metin kullanımı arasındaki pedagojik tartışmaları kapsamlı bir şekilde ele almaktadır. Edebi metinlerin öğrencilerin dil becerilerini, motivasyonlarını ve bütüncül gelişimlerini desteklediği, ayrıca akılda kalıcılık ve anlamlandırma açısından ders kitaplarındaki yapay ve sıradan metinlere kıyasla daha etkili olduğu belirtilmektedir. Günümüz akademik tartışmaları, dil eğitiminde kurgusal metinlerin mi yoksa kurgusal olmayan metinlerin mi tercih edilmesi gerektiği ikilemi üzerinde yoğunlaşmaktadır. Kurgusal olmayan edebi metinlerin, güncel ve önemli sosyal meseleleri ele alması ve öğrencilerin kendi gerçek yaşam tecrübeleriyle doğrudan bağ kurabilmesine imkân tanıması nedeniyle eleştirel düşünme becerilerini ve sınıf içi etkileşimi artırdığı savunulmaktadır. Buna karşılık, her iki türün dil öğrenimi üzerinde eşit etkilere sahip olduğunu veya kurgusal metinlerin empati, çıkarım yapma ve okuma stratejilerini daha fazla geliştirdiğini öne süren araştırmacılar da mevcuttur. Özgün edebi metin kullanımında karmaşık dilbilgisel yapılar, kültürel ögeler ve doğru metin seçimi gibi pratik zorluklar yaşansa da kurgusal olmayan yaratıcı metinlerin veya kurgusal unsurlarla zenginleştirilmiş gerçek hikâyelerin kullanımı bu engelleri aşmada etkili bir alternatif sunmaktadır. Sonuç olarak çalışma, kurgusal olmayan edebi metinlerin merkeze alındığı ya da kurgusal ögelerle harmanlandığı karma öğretim yöntemlerinin İngilizce eğitiminde daha zengin ve üstün bir öğrenme ortamı sağladığını vurgulamaktadır.
This study comprehensively examines the opportunities offered by the literature-based approach in teaching English as a foreign language and the pedagogical discussions surrounding the use of fictional versus non-fictional literary texts. It states that literary texts support students' language skills, motivation, and holistic development, and are more effective in terms of retention and contextual understanding compared to artificial and ordinary reading texts found in textbooks. Current academic debates focus on the dilemma of whether fictional or non-fictional texts should be preferred in language education. It is argued that non-fictional literary texts enhance critical thinking skills and classroom interaction because they address current, significant social issues and allow students to establish direct connections with their own real-life experiences. Conversely, some researchers contend that both genres have equal effects on language learning, or that fictional texts better foster empathy, inference-making, and reading strategies. Although practical challenges such as complex grammatical structures, cultural elements, and proper text selection arise when using authentic literary texts, the use of creative non-fiction or real stories enriched with fictional elements provides an effective alternative to overcome these obstacles. Consequently, the study emphasizes that blended teaching methods—where non-fictional literary texts are prioritized or combined with fictional elements—provide a richer and superior learning environment in English language instruction.
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