Yükseköğrenim İngilizce Sınıflarında Göndergesel Sorulara Karşılık Öğrencilerin Ana Dil Kullanımı

Yıl 2020, Sayı: 49, 239 - 260, 30.09.2020

Elif Kemaloğlu-er

Öz

Öğretmen soruları İngilizce sınıflarında etkileşimi başlatmaları ve sözlü üretimi geliştirmeleri nedeniyle önemli bir rol oynamaktadır. Öğretmen soruları arasında yanıtları öğretmen tarafından bilinmeyen ve öğrencilerin kişisel bilgileri, duygu ve düşüncelerini almak için sorulan göndergesel sorular özellikle önemlidir zira bu türden sorular kişinin kendini ifade etmesini, derin düşünmeyi ve karmaşık dil kullanımı gerektirmektedir. Yabancı dil olarak İngilizce sınıflarında öğrencilerin göndergesel sorulara karşılık ana dil kullanması bu soruların karmaşık ve çok yönlü yanıtlar gerektirmesi ve yeterlilik ve/veya motivasyon eksikliği gibi başka faktörler nedeniyle muhtemeldir ancak bu konu henüz araştırılmamıştır. Bu çalışma İngilizce öğretmenlerinin göndergesel sorulara karşılık öğrencilerin ana dil kullanımıyla ilgili betimlemelerini ve görüşlerini analiz etmeyi amaçlamaktadır. Çalışmaya Türkiye’de yükseköğrenim düzeyinde öğretim yapan 31 öğretim görevlisi katılmıştır. Veriler açık uçlu anketler, odak grup mülakatları ve öğretmen günlükleri aracılığıyla toplanmış ve tematik analiz ile incelenmiştir. Sonuçlar katılımcıların öğrencilerin göndergesel sorulara karşılık ana dil kullandıkları bağlamlara ilişkin betimlemelerini, ana dil kullanımının nedenleri ile ilgili görüşlerini ve bu konuya ilişkin tutumlarını ortaya koymaktadır. Türünün ilk örneği olan çalışmanın İngilizce dili öğretilen bağlamlara yönelik kayda değer sonuçları ve çıkarımları vardır.

Anahtar Kelimeler

Göndergesel sorular, ana dil kullanımı, düzenek değiştirme, İngilizce dili öğretimi, yabancı dil olarak İngilizce

Students’ Use of L1 in Response to Referential Questions in Tertiary English Classes

Öz

Teacher questions play a significant role in English classrooms since they trigger interaction and promote oral production. Among teacher questions, referential questions that seek information not known by the teacher and are asked to elicit students’ personal data, feelings, and ideas are particularly important because they require self-expression, in-depth thinking and complex use of language. It is likely for students in English classrooms to use L1 in response to referential questions due to the sophisticated responses they require and other factors such as lack of proficiency and/or motivation, yet the issue has not yet been investigated. This study aims to analyse English teachers’ descriptions and views about the students’ use of L1 in response to referential questions. Thirty-one instructors teaching at the tertiary level in Turkey participated in the study. The data were collected via open-ended questionnaires, focus group interviews, and teacher journals, and analysed via thematic analysis. The findings display the participants’ descriptions of the contexts of students’ L1 use in response to referential questions, their views on the reasons for the use of L1 and their attitudes about the issue. The study, as the first of its kind, has noteworthy conclusions and implications for English language teaching contexts.

Anahtar Kelimeler

Referential questions, use of L1, code-switching, English language teaching, English as a foreign language

Kaynakça

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