Belirgin Eğitimin İngilizcede Reddetme Üzerine Etkisi: İngilizce Öğretmen Adaylarının Durumu

Year 2022, Volume: 12 Issue: 1, 41 - 57, 15.04.2022

Gülten Koşar

Abstract

Söz eylemlerinin uygun gerçekleştirilmesi edimsel yetiyi ve bununla bağlantılı olarak iletişim yetisini geliştirir. Bu yarı-deneysel çalışma, muhatapların daha yüksek, eşit ve daha düşük statüye sahip olmalarına göre reddetme söz eyleminin gerçekleştirilmesi üzerine verilen altı saatlik belirgin öğretime dayalı eğitimin yabancı dil olarak İngilizce öğretmen adaylarının reddetme söz eylemini uygun bir şekilde gerçekleştirme becerisine etkisini araştırmıştır. Deney grubuna verilen belirgin öğretimin etkisini ortaya çıkarmak için, hem deney grubunda hem de kontrol grubunda ön söylem tamamlama testi ve son söylem tamamlama testi uygulanmıştır. Son söylem tamamlama testinden elde edilen verilerin analizinden ulaşılan bulgular, hiçbir eğitime tabi tutulmayıp sadece ders kitabındaki reddetme söz eylemi ile alakalı bilgileri okuyan kontrol grubunun reddetme söz eylemini ön söylem tamamlama testindeki performanslarına kıyasla daha uygun bir şeklide gerçekleştirdiklerini göstermiştir. Ancak, bulgular, deney grubunun aldıkları belirgin öğretim sayesinde muhatapların statüsünü göz önünde bulundurarak reddetme söz eylemini kontrol grubuna kıyasla uygun bir şekilde gerçekleştirmede daha başarılı olduğu ortaya koymuştur.

Keywords

Belirgin öğretim, edimsel yeti, reddetme, söylem tamamlama testi, yabancı dil olarak İngilizce öğretmen adayı

The Impact of Explicit Instruction on the Production of Refusals in English: The Case of Student Teachers of English

Abstract

Appropriate speech act realisation promotes foreign language (FL) learners’ pragmatic competence, and linked with that, their communicative competence. This quasi-experimental study explored the influence of a treatment based on a six-hour explicit instruction on how to appropriately refuse the requests of the interlocutors having higher, equal and lower status on sophomore PEFLTs’ ability to properly perform the speech act of refusals. To scrutinize the effect of the treatment provided to the experimental group, pre- and post-discourse completion tests (DCTs) administered in the experimental and control group were used. The findings obtained through the analysis of the data from the post-DCT indicated that the control group participants receiving no treatment yet covering the information in the textbook concerning the speech act of refusals performed it better as against their performance on the pre-DCT. However, the findings demonstrated that the treatment led the experimental group to produce their refusals more appropriately seeing the status of interlocutors than the control group.

Keywords

DCT, explicit instruction, PSEFLTs, pragmatic competence

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