Why Do Pre-Service Teachers of English Hush? A Micro Analysis at Young Learner Classrooms

Year 2019, Volume: 4 Issue: 2, 542 - 557, 30.12.2019

Orçin Karadağ

https://doi.org/10.29110/soylemdergi.629491

Abstract

Behavioural classroom management has been a concern for all teachers at various level of experience, but it is believed to be denser in volume for both pre-service and novice teachers. To manage those face-threatening behaviours, we as students may have witnessed several implications as, warning, punishment and even physical interventions. Of these manoeuvres, the study aims at revealing ‘hushing’ sequences at young-learners classroom interaction in which pre-service teachers of English micro teach. The study is conducted at a kindergarten located at the campus zone of a state university in Turkey and with 57 pre-service teachers of English of the same university. These pre-service teachers are enrolled to Teaching English to Young Learners I and II courses in the ELT department program. In accordance with the study plan, micro teaching sessions are recorded and transcribed through Transana software. Special interest on hushing sequences revealed two main features of its deployment as (1) Hushing for Management at Off-Task-Talk Sequences and (2) Hushing for Management at Task Conveying Sequences. As a result of the study, pre-service teachers seem to have difficulty in behavioural management control of the class and hence they often deploy over controlling actions to off-task-talk behaviours. Contrary to this, the pre-service teachers implement more successful task conveying management to sustain the pre-designed pedagogical task. 

Keywords

Hushing, Classroom Management, Young Learner Classrooms, Noise, Conversation Analysis

Thanks

This paper comes out of MA thesis done by the author. This paper also presented as an oral presentation at the “10th International Research in Education Congress”. The author would like to thank Prof. Dr. Eda ÜSTÜNEL as supervisor and Prof. Dr. Şevki KÖMÜR and Prof. Dr. Turan PAKER for their invaluable support in the completion processes of the thesis and this article. The author also extends his sincere thanks to the anonymous referees of the manuscript.

İngilizce Öğretmen Adayları Mikro Öğretimlerde Neden 'Hiştler'? Erken Yaş Yabancı Dil Eğitiminde Bir Mikro Analiz

Abstract

Davranışsal sınıf yönetimi, çeşitli deneyim düzeyindeki tüm
öğretmenler için bir endişe kaynağı olmuştur. Ancak, bu durumun hizmet öncesi ve
acemi öğretmenler için daha büyük bir sorun kaynağı olduğu düşünülmektedir. Bu tarz
sınıf yönetimini tehdit edici davranışları yönetmek için, bizler de öğrenci
olduğumuz zamandan uyarı, ceza ve hatta fiziksel müdahaleler gibi çeşitli manevralara
şahit olmuş olabiliriz. Bu çalışma, İngilizce öğretmen adaylarının öğrettiği
erken yaş öğrencileri sınıflarında bahsedilmiş olan davranışsal sınıf yönetimi
manevralarından “hiştleme” söz dizelerini ortaya çıkarmayı amaçlamaktadır.
Araştırma, Türkiye'de bir devlet üniversitesinin yerleşkesi içerisinde yer alan
bir anaokulunda ve aynı üniversitenin İngilizce Öğretmenliği bölümünden 57
öğretmen adayıyla yürütülmüştür. Bu öğretmen adayları, ELT bölüm programında Erken
Yaş Öğrencilerine İngilizce Öğretimi I ve II derslerine kayıtlıdır. Çalışma
planına uygun olarak, mikro öğretim oturumları video kayıt cihazı ile kaydedilmiş
ve Transana yazılımına kopyalanarak transkript edilmiştir. Hiştleme söz
dizileri üzerinde yapılan incelemeler sonucunda, hiştlemenin; (1) Görev Dışı Konuşma Dizilerinde Hiştleme
ve (2) Görev Tamamlama Dizilerinde Hiştleme
olarak iki temel özelliği ortaya çıkarılmıştır. Çalışma sonucunda öğretmen
adaylarının sınıfın davranış yönetimi kontrolünde zorluk çektikleri görülmekte
ve bu nedenle görev dışı davranışlara yönelik eylemleri kontrol altına almak
için sık sık hiştlemeye başvurdukları anlaşılmaktadır. Bunun aksine, öğretmen
adayları önceden tasarlanmış pedagojik görevleri sürdürmek için daha başarılı
görev sürdürme yönetimi uyguladıkları ortaya konulmuştur. 

Keywords

Hiştleme, Sınıf Yönetimi, Erken Yaş Yabancı Dil Öğretimi, Gürültü, Konuşma Çözümlemesi

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