{"id":265,"date":"2025-06-17T10:50:50","date_gmt":"2025-06-17T07:50:50","guid":{"rendered":"https:\/\/elmadil.com\/blog\/?p=265"},"modified":"2025-06-17T10:52:38","modified_gmt":"2025-06-17T07:52:38","slug":"natural-approach-method-nedir","status":"publish","type":"post","link":"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/","title":{"rendered":"Natural Approach Method Nedir?"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Yabanc\u0131 dil \u00f6\u011frenme ser\u00fcvenine at\u0131lan hemen herkes, karma\u015f\u0131k dilbilgisi kurallar\u0131, ezberlenmesi gereken uzun kelime listeleri ve hata yapma korkusuyla dolu geleneksel y\u00f6ntemlerle en az bir kez kar\u015f\u0131la\u015fm\u0131\u015ft\u0131r. Peki, bir dili, t\u0131pk\u0131 bir \u00e7ocu\u011fun ana dilini \u00f6\u011frendi\u011fi gibi, kurallara bo\u011fulmadan, do\u011fal bir s\u00fcre\u00e7le, adeta &#8220;edinerek&#8221; \u00f6\u011frenmek m\u00fcmk\u00fcn m\u00fcd\u00fcr? \u0130\u015fte bu temel soru, 1970&#8217;lerin sonu ve 1980&#8217;lerin ba\u015f\u0131nda dilbilimci Stephen Krashen ve e\u011fitimci Tracy Terrell taraf\u0131ndan geli\u015ftirilen <\/span><b><a href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/\">Natural Approach Method<\/a> (Do\u011fal Yakla\u015f\u0131m Metodu)<\/b><span style=\"font-weight: 400;\">&#8216;nun do\u011fu\u015funa ilham vermi\u015ftir.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Do\u011fal Yakla\u015f\u0131m, dil \u00f6\u011fretimini bir matematik problemi \u00e7\u00f6zer gibi kurallar\u0131 bilin\u00e7li olarak \u00f6\u011frenme s\u00fcrecinden \u00e7\u0131kar\u0131p, onu anlaml\u0131 ve anla\u015f\u0131l\u0131r ileti\u015fim yoluyla bilin\u00e7d\u0131\u015f\u0131 bir \u015fekilde &#8220;edinme&#8221; s\u00fcrecine d\u00f6n\u00fc\u015ft\u00fcrmeyi hedefler. Bu yakla\u015f\u0131m, dilin bir ders konusu de\u011fil, bir ileti\u015fim arac\u0131 oldu\u011funu savunur ve s\u0131n\u0131f ortam\u0131n\u0131, \u00f6\u011frencinin kayg\u0131 duymadan dile maruz kalaca\u011f\u0131 g\u00fcvenli bir liman olarak tasarlar. Peki, <\/span><a href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/\"><b>Do\u011fal Yakla\u015f\u0131m metodu nedir<\/b><\/a><span style=\"font-weight: 400;\"> ve bunu nas\u0131l ba\u015far\u0131r? Temelini olu\u015fturan <\/span><b>Stephen Krashen&#8217;in<a href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/\"> dil edinme hipotezleri<\/a><\/b><span style=\"font-weight: 400;\"> nelerdir? S\u0131n\u0131f i\u00e7inde nas\u0131l uygulan\u0131r ve di\u011fer metotlardan, \u00f6zellikle de s\u0131k\u00e7a kar\u0131\u015ft\u0131r\u0131lan Do\u011frudan Metot&#8217;tan farklar\u0131 nelerdir?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Bu kapsaml\u0131 rehberde, Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n felsefesini, onu ayakta tutan be\u015f temel bilimsel hipotezi, s\u0131n\u0131f i\u00e7i uygulamalar\u0131n\u0131, etkinlik \u00f6rneklerini, avantajlar\u0131n\u0131 ve ald\u0131\u011f\u0131 ele\u015ftirileri derinlemesine inceleyece\u011fiz. Amac\u0131m\u0131z, bu devrimci metodun dil \u00f6\u011frenimine bak\u0131\u015f a\u00e7\u0131m\u0131z\u0131 nas\u0131l de\u011fi\u015ftirdi\u011fini ve modern dil e\u011fitimini nas\u0131l \u015fekillendirdi\u011fini t\u00fcm y\u00f6nleriyle ortaya koymakt\u0131r.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"><div id=\"ez-toc-container\" class=\"ez-toc-v2_0_82_2 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">\u0130\u00e7indekiler<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"\u0130\u00e7indekiler Tablosunu A\u00e7\/Kapat\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Dogal_Yaklasimin_Felsefesi_ve_Dogusu\" >Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n Felsefesi ve Do\u011fu\u015fu<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Temel_Felsefe_%E2%80%9CEdinme%E2%80%9D_ve_%E2%80%9COgrenme%E2%80%9D_Ayrimi\" >Temel Felsefe: &#8220;Edinme&#8221; ve &#8220;\u00d6\u011frenme&#8221; Ayr\u0131m\u0131<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Teorik_Temeller_%E2%80%93_Krashenin_Bes_Dil_Edinme_Hipotezi\" >Teorik Temeller &#8211; Krashen&#8217;in Be\u015f Dil Edinme Hipotezi<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Hipotez_1_Edinme-Ogrenme_Hipotezi_The_Acquisition-Learning_Hypothesis\" >Hipotez 1: Edinme-\u00d6\u011frenme Hipotezi (The Acquisition-Learning Hypothesis)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Hipotez_2_Monitor_Hipotezi_The_Monitor_Hypothesis\" >Hipotez 2: Monit\u00f6r Hipotezi (The Monitor Hypothesis)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Hipotez_3_Dogal_Sira_Hipotezi_The_Natural_Order_Hypothesis\" >Hipotez 3: Do\u011fal S\u0131ra Hipotezi (The Natural Order Hypothesis)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Hipotez_4_Girdi_Hipotezi_The_Input_Hypothesis\" >Hipotez 4: Girdi Hipotezi (The Input Hypothesis)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Hipotez_5_Duyussal_Filtre_Hipotezi_The_Affective_Filter_Hypothesis\" >Hipotez 5: Duyu\u015fsal Filtre Hipotezi (The Affective Filter Hypothesis)<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Dogal_Yaklasim_Sinifinda_Bir_Gun_%E2%80%93_Uygulama_ve_Teknikler\" >Do\u011fal Yakla\u015f\u0131m S\u0131n\u0131f\u0131nda Bir G\u00fcn &#8211; Uygulama ve Teknikler<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Dogal_Yaklasimin_Artilari_Eksileri_ve_Elestiriler\" >Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n Art\u0131lar\u0131, Eksileri ve Ele\u015ftiriler<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Avantajlari\" >Avantajlar\u0131:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Dezavantajlari_ve_Elestiriler\" >Dezavantajlar\u0131 ve Ele\u015ftiriler<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Dogal_Yaklasim_vs_Dogrudan_Metot_Direct_Method\" >Do\u011fal Yakla\u015f\u0131m vs. Do\u011frudan Metot (Direct Method)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/elmadil.com\/blog\/natural-approach-method-nedir\/#Modern_Dil_Egitimine_Biraktigi_Miras\" >Modern Dil E\u011fitimine B\u0131rakt\u0131\u011f\u0131 Miras<\/a><\/li><\/ul><\/nav><\/div>\n<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Dogal_Yaklasimin_Felsefesi_ve_Dogusu\"><\/span><b>Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n Felsefesi ve Do\u011fu\u015fu<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Do\u011fal Yakla\u015f\u0131m, iki \u00f6nemli ismin i\u015f birli\u011finden do\u011fmu\u015ftur: Teorisyen <\/span><b>Stephen Krashen<\/b><span style=\"font-weight: 400;\"> ve uygulamac\u0131 <\/span><b>Tracy Terrell<\/b><span style=\"font-weight: 400;\">. Krashen, dil edinim s\u00fcre\u00e7leri \u00fczerine \u00e7al\u0131\u015fan bir dilbilimci olarak, insanlar\u0131n ikinci bir dili nas\u0131l \u00f6\u011frendi\u011fine dair \u00e7\u0131\u011f\u0131r a\u00e7an teoriler geli\u015ftirmi\u015ftir. Terrell ise bu teorileri al\u0131p ger\u00e7ek s\u0131n\u0131f ortamlar\u0131na uyarlayan deneyimli bir dil \u00f6\u011fretmenidir. Bu ikilinin ortak \u00e7al\u0131\u015fmas\u0131, o d\u00f6neme kadar hakim olan Gramer-\u00c7eviri ve \u0130\u015fitsel-Dilsel (Audiolingual) Metot gibi \u00f6\u011fretmen merkezli ve mekanik yakla\u015f\u0131mlara bir tepki olarak ortaya \u00e7\u0131km\u0131\u015ft\u0131r.<\/span><\/p>\n<h3><span class=\"ez-toc-section\" id=\"Temel_Felsefe_%E2%80%9CEdinme%E2%80%9D_ve_%E2%80%9COgrenme%E2%80%9D_Ayrimi\"><\/span><b>Temel Felsefe: &#8220;Edinme&#8221; ve &#8220;\u00d6\u011frenme&#8221; Ayr\u0131m\u0131<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><span style=\"font-weight: 400;\">Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n kalbinde, Krashen&#8217;in yapt\u0131\u011f\u0131 temel bir ayr\u0131m yatar: <\/span><b>Edinme (Acquisition)<\/b><span style=\"font-weight: 400;\"> ve <\/span><b>\u00d6\u011frenme (Learning)<\/b><span style=\"font-weight: 400;\">.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Edinme (Acquisition):<\/b><span style=\"font-weight: 400;\"> Dil becerisinin bilin\u00e7d\u0131\u015f\u0131 bir s\u00fcre\u00e7le geli\u015fmesidir. T\u0131pk\u0131 \u00e7ocuklar\u0131n ana dillerini edindikleri gibi, kullan\u0131c\u0131lar dilin kurallar\u0131n\u0131n fark\u0131nda olmadan, anlaml\u0131 etkile\u015fim yoluyla dili &#8220;kaparlar&#8221;. Edinme, ak\u0131c\u0131 ve do\u011fal ileti\u015fimden sorumludur.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>\u00d6\u011frenme (Learning):<\/b><span style=\"font-weight: 400;\"> Dilin kurallar\u0131n\u0131, yap\u0131s\u0131n\u0131 ve kelime bilgisini bilin\u00e7li bir \u015fekilde \u00e7al\u0131\u015farak elde etme s\u00fcrecidir. Okuldaki geleneksel dil dersleri bu s\u00fcrece odaklan\u0131r. \u00d6\u011frenme, dil &#8220;hakk\u0131nda&#8221; bilgi sahibi olmakt\u0131r ve daha \u00e7ok bir &#8220;edit\u00f6r&#8221; veya &#8220;monit\u00f6r&#8221; i\u015flevi g\u00f6r\u00fcr.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Do\u011fal Yakla\u015f\u0131m&#8217;a g\u00f6re, ak\u0131c\u0131 bir dil kullan\u0131m\u0131, &#8220;\u00f6\u011frenme&#8221; yoluyla de\u011fil, \u00f6ncelikli olarak <\/span><b>&#8220;edinme&#8221;<\/b><span style=\"font-weight: 400;\"> yoluyla ger\u00e7ekle\u015fir. Bu nedenle metodun temel amac\u0131, s\u0131n\u0131f ortam\u0131n\u0131, \u00f6\u011frencilerin bol miktarda <\/span><b>anla\u015f\u0131l\u0131r girdi (comprehensible input)<\/b><span style=\"font-weight: 400;\"> alarak dili do\u011fal bir \u015fekilde edinebilecekleri bir alan olarak tasarlamakt\u0131r. Hata d\u00fczeltme, gramer ezberi ve an\u0131nda konu\u015fma bask\u0131s\u0131 en aza indirilir.<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Teorik_Temeller_%E2%80%93_Krashenin_Bes_Dil_Edinme_Hipotezi\"><\/span><b>Teorik Temeller &#8211; Krashen&#8217;in Be\u015f Dil Edinme Hipotezi<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n t\u00fcm yap\u0131s\u0131, Stephen Krashen&#8217;in \u00f6ne s\u00fcrd\u00fc\u011f\u00fc be\u015f temel hipotez \u00fczerine kuruludur. Bu hipotezleri anlamak, metodun &#8220;neden&#8221; ve &#8220;nas\u0131l&#8221; \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 anlamak i\u00e7in elzemdir.<\/span><\/p>\n<h3><span class=\"ez-toc-section\" id=\"Hipotez_1_Edinme-Ogrenme_Hipotezi_The_Acquisition-Learning_Hypothesis\"><\/span><b>Hipotez 1: Edinme-\u00d6\u011frenme Hipotezi (The Acquisition-Learning Hypothesis)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><span style=\"font-weight: 400;\">Bu, yukar\u0131da bahsedilen temel ayr\u0131md\u0131r ve di\u011fer t\u00fcm hipotezlerin ba\u015flang\u0131\u00e7 noktas\u0131d\u0131r.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>A\u00e7\u0131klama:<\/b><span style=\"font-weight: 400;\"> Krashen&#8217;e g\u00f6re, yeti\u015fkinlerin ikinci bir dilde yetkinlik geli\u015ftirmeleri i\u00e7in iki ba\u011f\u0131ms\u0131z sistem vard\u0131r: Edinme ve \u00d6\u011frenme. <\/span><b>Edinme<\/b><span style=\"font-weight: 400;\">, &#8220;dili kapmak&#8221;t\u0131r; do\u011fal, sezgisel ve bilin\u00e7d\u0131\u015f\u0131d\u0131r. <\/span><b>\u00d6\u011frenme<\/b><span style=\"font-weight: 400;\"> ise &#8220;dil hakk\u0131nda bilmek&#8221;tir; kurallar\u0131, istisnalar\u0131 bilmek gibi bilin\u00e7li bir \u00e7abad\u0131r.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Detayl\u0131 Analiz:<\/b><span style=\"font-weight: 400;\"> Bir \u00e7ocuk ana dilini \u00f6\u011frenirken &#8220;\u00d6zne + y\u00fcklem + nesne&#8221; form\u00fcl\u00fcn\u00fc d\u00fc\u015f\u00fcnmez, sadece ileti\u015fim kurar. Bu, edinmedir. Ancak bir yeti\u015fkin, \u0130ngilizce&#8217;de Geni\u015f Zaman&#8217;da \u00fc\u00e7\u00fcnc\u00fc tekil \u015fah\u0131sta fiile &#8220;-s&#8221; tak\u0131s\u0131 geldi\u011fini bir kural olarak \u00e7al\u0131\u015ft\u0131\u011f\u0131nda, bu \u00f6\u011frenmedir. Krashen&#8217;e g\u00f6re, konu\u015ftu\u011fumuzda spontane ve ak\u0131c\u0131 c\u00fcmleler kurmam\u0131z\u0131 sa\u011flayan \u015fey &#8220;edinme&#8221; sistemimizdir. &#8220;\u00d6\u011frenme&#8221; sistemi ise bu c\u00fcmleleri kurduktan sonra onlar\u0131 kontrol etmemize veya d\u00fczenlememize yarar.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>S\u0131n\u0131f \u0130\u00e7i Yans\u0131mas\u0131:<\/b><span style=\"font-weight: 400;\"> Bu hipotez, s\u0131n\u0131f aktivitelerinin gramer kurallar\u0131n\u0131 ezberletmek yerine, \u00f6\u011frencileri anlaml\u0131 ileti\u015fime maruz b\u0131rakarak &#8220;edinme&#8221; s\u00fcrecini tetiklemesi gerekti\u011fini savunur.<\/span><\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Hipotez_2_Monitor_Hipotezi_The_Monitor_Hypothesis\"><\/span><b>Hipotez 2: Monit\u00f6r Hipotezi (The Monitor Hypothesis)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><span style=\"font-weight: 400;\">Bu hipotez, &#8220;edinme&#8221; ve &#8220;\u00f6\u011frenme&#8221; sistemlerinin nas\u0131l birbiriyle ili\u015fkili oldu\u011funu a\u00e7\u0131klar.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>A\u00e7\u0131klama:<\/b><span style=\"font-weight: 400;\"> &#8220;\u00d6\u011frenme&#8221; sistemi, yani bilin\u00e7li olarak bildi\u011fimiz gramer kurallar\u0131, bir &#8220;monit\u00f6r&#8221; veya &#8220;edit\u00f6r&#8221; i\u015flevi g\u00f6r\u00fcr. Bu monit\u00f6r, &#8220;edinme&#8221; sistemimizin \u00fcretti\u011fi c\u00fcmleleri kontrol eder, hatalar\u0131 d\u00fczeltir ve cilalar.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Detayl\u0131 Analiz:<\/b><span style=\"font-weight: 400;\"> Bir c\u00fcmlenin ak\u0131c\u0131 bir \u015fekilde a\u011fz\u0131m\u0131zdan \u00e7\u0131kmas\u0131 &#8220;edinme&#8221; sayesindedir. C\u00fcmleyi s\u00f6yledikten sonra &#8220;Acaba fiile -s tak\u0131s\u0131 koymal\u0131 m\u0131yd\u0131m?&#8221; diye d\u00fc\u015f\u00fcnmemiz ise &#8220;monit\u00f6r&#8221;\u00fcn devreye girmesidir. Krashen, monit\u00f6r\u00fcn etkili bir \u015fekilde kullan\u0131labilmesi i\u00e7in \u00fc\u00e7 \u015fart oldu\u011funu s\u00f6yler:<\/span>\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><b>Zaman:<\/b><span style=\"font-weight: 400;\"> Konu\u015fmac\u0131n\u0131n kurallar\u0131 d\u00fc\u015f\u00fcnecek zaman\u0131 olmal\u0131d\u0131r. (Ak\u0131c\u0131 bir sohbette bu zordur.)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><b>Odaklanma:<\/b><span style=\"font-weight: 400;\"> Konu\u015fmac\u0131, anlamdan \u00e7ok c\u00fcmlenin do\u011frulu\u011funa odaklanm\u0131\u015f olmal\u0131d\u0131r.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><b>Kural Bilgisi:<\/b><span style=\"font-weight: 400;\"> Konu\u015fmac\u0131, ilgili gramer kural\u0131n\u0131 bilin\u00e7li olarak bilmelidir.<\/span><\/li>\n<\/ol>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>S\u0131n\u0131f \u0130\u00e7i Yans\u0131mas\u0131:<\/b><span style=\"font-weight: 400;\"> Krashen, monit\u00f6r\u00fcn &#8220;a\u015f\u0131r\u0131 kullan\u0131m\u0131n\u0131n&#8221; ak\u0131c\u0131l\u0131\u011f\u0131 engelledi\u011fini, &#8220;az kullan\u0131m\u0131n\u0131n&#8221; ise \u00e7ok fazla hataya yol a\u00e7t\u0131\u011f\u0131n\u0131 s\u00f6yler. Ama\u00e7, monit\u00f6r\u00fc dengeli kullanmakt\u0131r. Bu nedenle, s\u0131n\u0131f i\u00e7inde s\u00fcrekli hata d\u00fczeltmek ve gramere a\u015f\u0131r\u0131 odaklanmak, \u00f6\u011frencinin monit\u00f6r\u00fcn\u00fc a\u015f\u0131r\u0131 aktif hale getirerek konu\u015fma cesaretini k\u0131rabilir.<\/span><\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Hipotez_3_Dogal_Sira_Hipotezi_The_Natural_Order_Hypothesis\"><\/span><b>Hipotez 3: Do\u011fal S\u0131ra Hipotezi (The Natural Order Hypothesis)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>A\u00e7\u0131klama:<\/b><span style=\"font-weight: 400;\"> Bu hipotez, dilbilgisi yap\u0131lar\u0131n\u0131n tahmin edilebilir, do\u011fal bir s\u0131ra ile edinildi\u011fini \u00f6ne s\u00fcrer. Yani, baz\u0131 gramer kurallar\u0131 di\u011ferlerinden daha &#8220;erken&#8221;, baz\u0131lar\u0131 ise daha &#8220;ge\u00e7&#8221; edinilir. Bu s\u0131ra, \u00f6\u011frencinin ana dilinden, ya\u015f\u0131ndan veya derslerin hangi s\u0131rayla \u00f6\u011fretildi\u011finden b\u00fcy\u00fck \u00f6l\u00e7\u00fcde ba\u011f\u0131ms\u0131zd\u0131r.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Detayl\u0131 Analiz:<\/b><span style=\"font-weight: 400;\"> \u00d6rne\u011fin, \u0130ngilizce \u00f6\u011frenenler genellikle &#8220;-ing&#8221; tak\u0131s\u0131n\u0131 ve \u00e7o\u011ful &#8220;-s&#8221; tak\u0131s\u0131n\u0131, \u00fc\u00e7\u00fcnc\u00fc tekil \u015fah\u0131s &#8220;-s&#8221; tak\u0131s\u0131ndan daha \u00f6nce do\u011fru kullanmaya ba\u015flarlar. Bu, \u00f6\u011fretmenin hangi konuyu \u00f6nce \u00f6\u011fretti\u011finden ba\u011f\u0131ms\u0131z olarak, beynin dil yap\u0131lar\u0131n\u0131 i\u015fleme s\u0131ras\u0131yla ilgilidir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>S\u0131n\u0131f \u0130\u00e7i Yans\u0131mas\u0131:<\/b><span style=\"font-weight: 400;\"> Bu hipotez, geleneksel gramer temelli m\u00fcfredatlara meydan okur. E\u011fer beyin zaten kendi do\u011fal s\u0131ras\u0131nda edinecekse, gramer kurallar\u0131n\u0131 &#8220;basitten karma\u015f\u0131\u011fa&#8221; gibi bir mant\u0131kla \u00f6\u011fretmenin \u00e7ok da etkili olmayabilece\u011fini ima eder. \u00d6nemli olan, zengin ve \u00e7e\u015fitli bir girdi sunarak beynin kendi do\u011fal s\u00fcrecini takip etmesine izin vermektir.<\/span><\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Hipotez_4_Girdi_Hipotezi_The_Input_Hypothesis\"><\/span><b>Hipotez 4: Girdi Hipotezi (The Input Hypothesis)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><span style=\"font-weight: 400;\">Bu, Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n en \u00f6nemli ve en \u00e7ok bilinen hipotezidir. Dil ediniminin nas\u0131l ger\u00e7ekle\u015fti\u011fini a\u00e7\u0131klar.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>A\u00e7\u0131klama:<\/b><span style=\"font-weight: 400;\"> Krashen&#8217;e g\u00f6re, insanlar dili tek bir yolla edinirler: <\/span><b>Anla\u015f\u0131l\u0131r Girdi (Comprehensible Input)<\/b><span style=\"font-weight: 400;\"> alarak. Yani, mevcut dil seviyelerinin biraz ilerisinde olan (<\/span><span style=\"font-weight: 400;\">i+1<\/span><span style=\"font-weight: 400;\">) mesajlar\u0131 anlayarak.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Detayl\u0131 Analiz:<\/b> <span style=\"font-weight: 400;\">i<\/span><span style=\"font-weight: 400;\">, bizim mevcut dil yetkinli\u011fimizi temsil eder. <\/span><span style=\"font-weight: 400;\">i+1<\/span><span style=\"font-weight: 400;\"> ise, hen\u00fcz tam olarak bilmedi\u011fimiz ama ba\u011flam, jestler, mimikler, resimler veya bildi\u011fimiz di\u011fer kelimeler sayesinde anlam\u0131n\u0131 \u00e7\u0131karabildi\u011fimiz yeni dil yap\u0131lar\u0131n\u0131 i\u00e7erir. E\u011fer girdi \u00e7ok basitse (<\/span><span style=\"font-weight: 400;\">i<\/span><span style=\"font-weight: 400;\">), yeni bir \u015fey \u00f6\u011frenmeyiz. E\u011fer girdi \u00e7ok zorsa (<\/span><span style=\"font-weight: 400;\">i+5<\/span><span style=\"font-weight: 400;\">), hi\u00e7bir \u015fey anlamay\u0131z ve edinme ger\u00e7ekle\u015fmez. Anahtar, bu tatl\u0131 noktay\u0131 (<\/span><span style=\"font-weight: 400;\">i+1<\/span><span style=\"font-weight: 400;\">) yakalamakt\u0131r. Bir \u00e7ocu\u011fun ebeveyninin &#8220;Topu bana <\/span><i><span style=\"font-weight: 400;\">getir<\/span><\/i><span style=\"font-weight: 400;\">&#8221; dedi\u011fini d\u00fc\u015f\u00fcn\u00fcn. \u00c7ocuk &#8220;getir&#8221; kelimesini bilmese bile, ebeveyninin elini uzatmas\u0131, topu i\u015faret etmesi ve ses tonu sayesinde c\u00fcmlenin anlam\u0131n\u0131 \u00e7\u00f6zer ve &#8220;getir&#8221; kelimesini edinmi\u015f olur.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>S\u0131n\u0131f \u0130\u00e7i Yans\u0131mas\u0131:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011fretmenin en temel g\u00f6revi, \u00f6\u011frencilere bol miktarda <\/span><b>anla\u015f\u0131l\u0131r girdi (<\/b><b>i+1<\/b><b>)<\/b><span style=\"font-weight: 400;\"> sa\u011flamakt\u0131r. Dersler, \u00f6\u011frencilerin seviyesinin biraz \u00fczerinde ama yine de anlayabilecekleri \u015fekilde tasarlanmal\u0131d\u0131r.<\/span><\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Hipotez_5_Duyussal_Filtre_Hipotezi_The_Affective_Filter_Hypothesis\"><\/span><b>Hipotez 5: Duyu\u015fsal Filtre Hipotezi (The Affective Filter Hypothesis)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><span style=\"font-weight: 400;\">Bu hipotez, duygusal fakt\u00f6rlerin dil edinimini nas\u0131l etkiledi\u011fini a\u00e7\u0131klar.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>A\u00e7\u0131klama:<\/b><span style=\"font-weight: 400;\"> Motivasyon, \u00f6zg\u00fcven, kayg\u0131 gibi duyu\u015fsal (duygusal) fakt\u00f6rler, bir &#8220;filtre&#8221; g\u00f6revi g\u00f6r\u00fcr. Bu filtre, gelen anla\u015f\u0131l\u0131r girdinin beyne ula\u015f\u0131p ula\u015fmayaca\u011f\u0131n\u0131 belirler.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Detayl\u0131 Analiz:<\/b>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><b>Duyu\u015fsal Filtre Y\u00fcksekse:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011frenci kayg\u0131l\u0131ysa, kendine g\u00fcveni d\u00fc\u015f\u00fckse, s\u0131k\u0131l\u0131yorsa veya motive de\u011filse, bu filtre bir duvar gibi y\u00fckselir. Anla\u015f\u0131l\u0131r girdi \u00f6\u011fretmenden gelse bile, bu duvardan ge\u00e7ip beynin dil edinme merkezine ula\u015famaz.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><b>Duyu\u015fsal Filtre D\u00fc\u015f\u00fckse:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011frenci rahatsa, kendine g\u00fcveniyorsa, motive olmu\u015fsa ve ortam\u0131 g\u00fcvenli buluyorsa, filtre a\u015fa\u011f\u0131 iner. Bu durumda, anla\u015f\u0131l\u0131r girdi beyne kolayca ula\u015f\u0131r ve edinme ger\u00e7ekle\u015fir.<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>S\u0131n\u0131f \u0130\u00e7i Yans\u0131mas\u0131:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011fretmenin g\u00f6revi, sadece anla\u015f\u0131l\u0131r girdi sa\u011flamak de\u011fil, ayn\u0131 zamanda <\/span><b>duyu\u015fsal filtreyi d\u00fc\u015f\u00fck tutacak<\/b><span style=\"font-weight: 400;\"> pozitif, destekleyici, stresten uzak ve \u00f6\u011frenci merkezli bir s\u0131n\u0131f ortam\u0131 yaratmakt\u0131r. Hata yapma korkusunu ortadan kald\u0131rmak ve \u00f6\u011frencileri konu\u015fmaya zorlamamak, bu filtrenin d\u00fc\u015f\u00fck kalmas\u0131 i\u00e7in kritiktir.<\/span><\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Dogal_Yaklasim_Sinifinda_Bir_Gun_%E2%80%93_Uygulama_ve_Teknikler\"><\/span><b>Do\u011fal Yakla\u015f\u0131m S\u0131n\u0131f\u0131nda Bir G\u00fcn &#8211; Uygulama ve Teknikler<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Teoriyi prati\u011fe d\u00f6kt\u00fc\u011f\u00fcm\u00fczde, bir Do\u011fal Yakla\u015f\u0131m s\u0131n\u0131f\u0131 geleneksel bir dil s\u0131n\u0131f\u0131ndan olduk\u00e7a farkl\u0131 g\u00f6r\u00fcn\u00fcr.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>\u00d6\u011fretmenin Rol\u00fc:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011fretmen, bir gramer otoritesi veya matkap \u00e7avu\u015fu de\u011fildir. Onun temel rol\u00fc, yarat\u0131c\u0131 ve ilgi \u00e7ekici bir \u015fekilde <\/span><b>anla\u015f\u0131l\u0131r girdi<\/b><span style=\"font-weight: 400;\"> sa\u011flamak ve <\/span><b>duyu\u015fsal filtreyi d\u00fc\u015f\u00fck tutmakt\u0131r.<\/b><span style=\"font-weight: 400;\"> \u00d6\u011fretmen, bir akt\u00f6r, bir hikaye anlat\u0131c\u0131s\u0131 ve bir ileti\u015fim orta\u011f\u0131d\u0131r.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>\u00d6\u011frencinin Rol\u00fc:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011frenci, ba\u015flang\u0131\u00e7ta bir &#8220;al\u0131c\u0131&#8221;d\u0131r. Anlamaya odaklan\u0131r. Konu\u015fma bask\u0131s\u0131 alt\u0131nda de\u011fildir. Dil \u00fcretimi, \u00f6\u011frenci kendini haz\u0131r hissetti\u011finde do\u011fal olarak ortaya \u00e7\u0131kar.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>&#8220;Sessiz D\u00f6nem&#8221; (The Silent Period):<\/b><span style=\"font-weight: 400;\"> Yeni ba\u015flayan \u00f6\u011frencilerin konu\u015fmaya zorlanmad\u0131\u011f\u0131 bu d\u00f6nem, Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n en belirgin \u00f6zelliklerindendir. T\u0131pk\u0131 bir bebe\u011fin konu\u015fmaya ba\u015flamadan \u00f6nce aylarca dinlemesi gibi, \u00f6\u011frencinin de dili \u00f6z\u00fcmsemesi i\u00e7in zamana ihtiyac\u0131 oldu\u011fu kabul edilir. Bu d\u00f6nemde \u00f6\u011frenciler, komutlar\u0131 yerine getirme (&#8220;Evet\/Hay\u0131r&#8221; deme) gibi s\u00f6zel olmayan yollarla anlad\u0131klar\u0131n\u0131 g\u00f6sterirler.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>S\u0131n\u0131f \u0130\u00e7i Etkinlik T\u00fcrleri:<\/b><\/li>\n<\/ul>\n<p><b>TPR (Total Physical Response &#8211; T\u00fcm Fiziksel Tepki):<\/b><span style=\"font-weight: 400;\"> \u00d6zellikle ba\u015flang\u0131\u00e7 seviyesinde s\u0131k\u00e7a kullan\u0131l\u0131r. \u00d6\u011fretmen &#8220;Stand up,&#8221; &#8220;Open the window&#8221; gibi komutlar verir, \u00f6\u011frenciler bunlar\u0131 uygulayarak kelimeleri ve yap\u0131lar\u0131 edinirler.<\/span><\/p>\n<p><b>Hikaye Anlat\u0131m\u0131 ve Diyaloglar:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011fretmen, jestler, mimikler ve basit \u00e7izimler kullanarak bir hikaye anlat\u0131r. Hikaye, tekrar eden yap\u0131lar ve anla\u015f\u0131l\u0131r kelimelerle doludur.<\/span><\/p>\n<p><b>Oyunlar ve Problem \u00c7\u00f6zme:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011frenciler, bir oyunu kazanmak veya bir problemi \u00e7\u00f6zmek i\u00e7in dili bir ara\u00e7 olarak kullan\u0131rlar. Ama\u00e7, dilin kendisi de\u011fil, oyunun hedefidir. \u00d6rne\u011fin, bir resimdeki farkl\u0131l\u0131klar\u0131 bulma (&#8220;In my picture, there is a cat. In your picture, is there a cat?&#8221;).<\/span><\/p>\n<p><b>G\u00f6rsel Materyaller:<\/b><span style=\"font-weight: 400;\"> Resimler, foto\u011fraflar, ger\u00e7ek nesneler (realia), haritalar ve grafikler, girdiyi anla\u015f\u0131l\u0131r k\u0131lmak i\u00e7in yo\u011fun olarak kullan\u0131l\u0131r.<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Dogal_Yaklasimin_Artilari_Eksileri_ve_Elestiriler\"><\/span><b>Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n Art\u0131lar\u0131, Eksileri ve Ele\u015ftiriler<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Her metot gibi, Do\u011fal Yakla\u015f\u0131m&#8217;\u0131n da g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri vard\u0131r.<\/span><\/p>\n<h3><span class=\"ez-toc-section\" id=\"Avantajlari\"><\/span><b>Avantajlar\u0131:<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>D\u00fc\u015f\u00fck Kayg\u0131 Ortam\u0131:<\/b><span style=\"font-weight: 400;\"> Hata yapma ve konu\u015fma korkusunu ortadan kald\u0131rarak duyu\u015fsal filtreyi d\u00fc\u015f\u00fcr\u00fcr.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>\u0130leti\u015fim Odakl\u0131l\u0131k:<\/b><span style=\"font-weight: 400;\"> Dili, ger\u00e7ek bir ileti\u015fim arac\u0131 olarak kullanmay\u0131 \u00f6\u011fretir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Ba\u015flang\u0131\u00e7 Seviyesi \u0130\u00e7in \u0130deal:<\/b><span style=\"font-weight: 400;\"> Dile yeni ba\u015flayanlar i\u00e7in son derece etkili ve motive edicidir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>G\u00fc\u00e7l\u00fc Dinleme Becerileri:<\/b><span style=\"font-weight: 400;\"> Anlamaya odakland\u0131\u011f\u0131 i\u00e7in \u00f6\u011frencilerin dinledi\u011fini anlama becerileri \u00e7ok geli\u015fir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Do\u011fal S\u00fcre\u00e7:<\/b><span style=\"font-weight: 400;\"> Ana dil edinim s\u00fcrecini taklit etti\u011fi i\u00e7in \u00f6\u011frenme daha sezgisel ve kal\u0131c\u0131 olabilir.<\/span><\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Dezavantajlari_ve_Elestiriler\"><\/span><b>Dezavantajlar\u0131 ve Ele\u015ftiriler<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>&#8220;Sessiz D\u00f6nem&#8221; Sorunu:<\/b><span style=\"font-weight: 400;\"> \u00d6\u011frencilerin uzun s\u00fcre konu\u015fmamas\u0131, baz\u0131 e\u011fitim sistemleri, y\u00f6neticiler veya veliler i\u00e7in endi\u015fe verici olabilir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>\u0130leri Seviye S\u0131n\u0131rl\u0131l\u0131klar\u0131:<\/b><span style=\"font-weight: 400;\"> \u0130leri seviyedeki \u00f6\u011frencilerin ihtiya\u00e7 duydu\u011fu karma\u015f\u0131k gramer yap\u0131lar\u0131n\u0131 ve incelikli anlat\u0131mlar\u0131 \u00f6\u011fretmede yetersiz kalabilir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Hata D\u00fczeltme Eksikli\u011fi:<\/b><span style=\"font-weight: 400;\"> Hatalar\u0131n sistematik olarak d\u00fczeltilmemesi, baz\u0131 hatalar\u0131n &#8220;fosille\u015fmesine&#8221; yani kal\u0131c\u0131 hale gelmesine neden olabilir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>\u00d6\u011fretmen Ba\u011f\u0131ml\u0131l\u0131\u011f\u0131:<\/b><span style=\"font-weight: 400;\"> Metodun ba\u015far\u0131s\u0131, b\u00fcy\u00fck \u00f6l\u00e7\u00fcde \u00f6\u011fretmenin yarat\u0131c\u0131l\u0131\u011f\u0131na, enerjisine ve an\u0131nda anla\u015f\u0131l\u0131r girdi \u00fcretebilme becerisine ba\u011fl\u0131d\u0131r.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>S\u0131nav Odakl\u0131 Sistemlere Uyumsuzluk:<\/b><span style=\"font-weight: 400;\"> Gramer ve \u00e7eviri odakl\u0131 s\u0131navlar\u0131n oldu\u011fu e\u011fitim sistemlerinde uygulanmas\u0131 ve ba\u015far\u0131s\u0131n\u0131n \u00f6l\u00e7\u00fclmesi zordur.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>B\u00fcy\u00fck ve Karma\u015f\u0131k S\u0131n\u0131flar:<\/b><span style=\"font-weight: 400;\"> Farkl\u0131 seviyelerden \u00f6\u011frencilerin oldu\u011fu kalabal\u0131k s\u0131n\u0131flarda her \u00f6\u011frenci i\u00e7in <\/span><span style=\"font-weight: 400;\">i+1<\/span><span style=\"font-weight: 400;\"> seviyesinde girdi sa\u011flamak neredeyse imkans\u0131zd\u0131r.<\/span><\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Dogal_Yaklasim_vs_Dogrudan_Metot_Direct_Method\"><\/span><b>Do\u011fal Yakla\u015f\u0131m vs. Do\u011frudan Metot (Direct Method)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Bu iki metot, &#8220;hedef dilde \u00f6\u011fretim&#8221; yapmalar\u0131 nedeniyle s\u0131k\u00e7a kar\u0131\u015ft\u0131r\u0131l\u0131r. Ancak aralar\u0131nda temel felsefi farklar vard\u0131r:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Teorik Temel:<\/b><span style=\"font-weight: 400;\"> Do\u011fal Yakla\u015f\u0131m, Krashen&#8217;in 5 hipotezinden olu\u015fan sa\u011flam ve detayl\u0131 bir dilbilimsel teoriye dayan\u0131r. Do\u011frudan Metot ise daha \u00e7ok &#8220;sezgisel&#8221; bir felsefeye sahiptir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Gramer \u00d6\u011fretimi:<\/b><span style=\"font-weight: 400;\"> Do\u011frudan Metot&#8217;ta gramer, <\/span><b>do\u011frudan ve sistematik<\/b><span style=\"font-weight: 400;\"> bir \u015fekilde, t\u00fcmevar\u0131m yoluyla \u00f6\u011fretilir. Do\u011fal Yakla\u015f\u0131m&#8217;da ise gramer kurallar\u0131 <\/span><b>\u00f6\u011fretilmez<\/b><span style=\"font-weight: 400;\">, anla\u015f\u0131l\u0131r girdi yoluyla <\/span><b>edinilece\u011fine<\/b><span style=\"font-weight: 400;\"> inan\u0131l\u0131r.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Konu\u015fma:<\/b><span style=\"font-weight: 400;\"> Do\u011frudan Metot, ilk g\u00fcnden itibaren \u00f6\u011frenciden konu\u015fmas\u0131n\u0131 ve sorulara cevap vermesini bekler. Do\u011fal Yakla\u015f\u0131m ise \u00f6\u011frencinin haz\u0131r olana kadar konu\u015fmayabilece\u011fi bir <\/span><b>&#8220;sessiz d\u00f6nem&#8221;e<\/b><span style=\"font-weight: 400;\"> izin verir.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Hata D\u00fczeltme:<\/b><span style=\"font-weight: 400;\"> Do\u011frudan Metot&#8217;ta hatalar an\u0131nda d\u00fczeltilirken, Do\u011fal Yakla\u015f\u0131m&#8217;da ak\u0131c\u0131l\u0131\u011f\u0131 bozmamak i\u00e7in hata d\u00fczeltmekten ka\u00e7\u0131n\u0131l\u0131r.<\/span><\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Modern_Dil_Egitimine_Biraktigi_Miras\"><\/span><b>Modern Dil E\u011fitimine B\u0131rakt\u0131\u011f\u0131 Miras<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><b>Natural Approach Method<\/b><span style=\"font-weight: 400;\">, 1980&#8217;lerde ortaya \u00e7\u0131kt\u0131\u011f\u0131 haliyle bug\u00fcn saf bir \u015fekilde \u00e7ok az kurumda uygulan\u0131yor olabilir. Ancak, dil \u00f6\u011fretim d\u00fcnyas\u0131na b\u0131rakt\u0131\u011f\u0131 miras ve etkisi devasad\u0131r. &#8220;Anla\u015f\u0131l\u0131r girdi&#8221;, &#8220;duyu\u015fsal filtre&#8221;, &#8220;ileti\u015fim odakl\u0131l\u0131k&#8221; ve &#8220;\u00f6\u011frenci merkezli s\u0131n\u0131f&#8221; gibi kavramlar, Do\u011fal Yakla\u015f\u0131m sayesinde e\u011fitim literat\u00fcr\u00fcne girmi\u015f ve g\u00fcn\u00fcm\u00fcz\u00fcn en pop\u00fcler metodu olan <\/span><b>\u0130leti\u015fimsel Dil \u00d6\u011fretimi&#8217;nin (Communicative Language Teaching &#8211; CLT)<\/b><span style=\"font-weight: 400;\"> temelini olu\u015fturmu\u015ftur.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Do\u011fal Yakla\u015f\u0131m, bize dilin bir kurallar y\u0131\u011f\u0131n\u0131 olmad\u0131\u011f\u0131n\u0131, ya\u015fayan, nefes alan ve ileti\u015fim kurmak i\u00e7in var olan bir organizma oldu\u011funu hat\u0131rlatm\u0131\u015ft\u0131r. Belki tek ba\u015f\u0131na her derde deva bir \u00e7\u00f6z\u00fcm de\u011fildir, ancak onun ilkeleri, dil \u00f6\u011frenimini daha insanc\u0131l, daha az stresli ve \u015f\u00fcphesiz daha anlaml\u0131 bir yolculu\u011fa d\u00f6n\u00fc\u015ft\u00fcrm\u00fc\u015ft\u00fcr.<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Yabanc\u0131 dil \u00f6\u011frenme ser\u00fcvenine at\u0131lan hemen herkes, karma\u015f\u0131k dilbilgisi kurallar\u0131, ezberlenmesi gereken uzun kelime listeleri ve hata yapma korkusuyla dolu geleneksel y\u00f6ntemlerle en az bir kez kar\u015f\u0131la\u015fm\u0131\u015ft\u0131r. Peki, bir dili, t\u0131pk\u0131 bir \u00e7ocu\u011fun ana dilini \u00f6\u011frendi\u011fi gibi, kurallara bo\u011fulmadan, do\u011fal bir s\u00fcre\u00e7le, adeta &#8220;edinerek&#8221; \u00f6\u011frenmek m\u00fcmk\u00fcn m\u00fcd\u00fcr? \u0130\u015fte bu temel soru, 1970&#8217;lerin sonu ve 1980&#8217;lerin [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":266,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[8,2],"tags":[],"class_list":["post-265","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dil-ogrenme","category-ingilizce"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v24.2 (Yoast SEO v27.4) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Natural Approach Method Nedir? - \u00c7ocuklar \u0130\u00e7in Online \u0130ngilizce Kursu<\/title>\n<meta name=\"description\" content=\"Natural Approach Method nedir ve bunu nas\u0131l ba\u015far\u0131r? 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