| Abstrakt: |
The aim of this research is to examine the effects of drama based educational programme on Turkish language (listening and speaking skills)and concept development on Turkish-Engilish speaker children in the UK. As quantitative research method, pre-test post-test single group was planned.. After the implementation of the drama based program, semi-structuded interviews had been administered. Participants were born in the UK, have got Turkish speaker parents, between the ages of 6-8 (62-96 months) total 32 (17 girls - 15 boys), whom attend state schools in Nottingham region. As data collection tools, "Peabody Picture Vocabulary Speaking Test" was used to measure the level of recognition of children's Turkish words and the "Opposite Concepts Test" was used to measure children's levels of recognition of opposite concepts. In the analysis of qualitative data, t test analysis of dependent groups was performed. In the quantitative case, after DramaEducational Program was applied, children were interviewed individually to try to get information about what they felt about their drama practices and tried to find out the progress of speaking skills. A typological analysis method was used in the evaluation of the interviews.As a result, there was a significant difference between the average scores of the children's pretest-posttest scores.Children's posttest scores were high after drama applications.In addition, children expressed positive feelings towards drama. [ABSTRACT FROM AUTHOR] |
