Özet
The idea that being exposed to information contained in the learning environment
over a period of time causes subconscious learning is called ‘peripheral learning’.
This term was coined by Georgi Lozanov in the 1970’s, who viewed the learning
environment as a crucial part of the learning process and emphasized the
optimization of the environment for the learning process. Utilizing this
phenomenon in the classroom could lead to effortless and automatic learning. The
aim of this study was to explore the potential benefits of peripheral learning via the
use of colorful, illustrative educational posters within the classroom and the
cognitive and emotional effects of using such posters on university English
preparation students in Turkey. One such classroom in a foreign languages
department was decorated with 27 different posters containing grammatical and
lexical items along with illustrative and written examples, which remained for a
total of 12 weeks. Two midterm exams were conducted by the department during
this period (the first after four weeks of exposure, the second after 12 weeks of
exposure). The scores of the experimental group (24 students) were compared to
those of a control group (21 students). It was found that the experimental group
had somewhat significantly higher grammar and vocabulary scores in the first
exam, and significantly higher grammar and vocabulary scores in the second
exam. A comparison of each group’s progress between the first and second
midterms also showed a significant difference in favor of the treatment group.
Furthermore, interviews with the students exposed to the posters showed that
students generally tended to have positive feelings towards them and tended to
examine the posters often.
Künye
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