Özet:

Learning and teaching a foreign language has become a source of concern for teachers, researchers, educational authorities, parents and students. All stakeholders in the educational process want to meet students’ learning needs in the best way. As a result of these efforts, many teaching methods have emerged in the field of English Language and Education. Today, especially in Turkey, large-scale standardized tests in the context of English Language and Education (e.g. TOEFL, IELTS, PET, KET, FCE, CAE, CPE, PTE, SAT, LYS, TEOG, etc.) He plays an important role. Exams are an integral part of all teaching processes, because the exam provides information about how successful language teaching is in educational institutions. In the context of the second stage of the primary education process, when students reach the level of eighth class, the Ministry of National Education holds students to the TEOG (Transition from Primary Education to Secondary Education) exam by placing them in the secondary education institutions (graduates). However, the results obtained from the TEOG English exam are not at the desired level (2016-2017 academic year average is 57,315). The Yalin Education Method (YEY), a methodological innovation in the field of English Language and Education, suggests a solution to this problem. The main objective of the Yalin Education Method is to increase productivity and efficiency in all learning-learning processes, eliminating waste. In this study, the impact of the Yalin Education Method on the word knowledge, linguistic knowledge and reading acquisition of students of the eighth class in the English language course was studied. In English courses, a experimental study was conducted to question the effect of the Yalin Education Method. With random group sampling, a experimental group of 40 students and a control group of 40 students were created in a state high school. The experimental group received an adapted foreign language training according to the Yalin Training Method and the control group received a standard foreign language training. The analysis was carried out at a total of 80 students in the middle school context. The experimental process lasted 19 weeks and both the experimental and control groups were submitted a preliminary test before the experimental process, and after the experimental process, two groups were submitted a final test to investigate the impact of the Yalin Training Method on foreign language success. Statistical analyses of the collected data are also carried out with visual statistics and variance analyses with one-way ANOVA. There was a statistically significant difference between the test and control groups in terms of the pre-test and the final test points (the pre-test average of the control group = 8.9, SS = 3.801 / final test average = 8.775, SS = 4.293, the pre-test average of the test group = 8.45, SS = 4.437 / final test average = 13.375, SS = 3.998). The pre-test and last test variance analysis showed a statistically meaningful change on the dependent variable (F=27.197, p<.05). These findings show that the implementation of the Yalin Training Method at the high school level is quite possible. The Yalin Education Method has been found to increase foreign language success in general English examinations across the country.

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