Sınıf Atmosferini Anlamak: Başlatma-Yanıt-Geribildirim Modeli İle Söylem Analizi

Year 2025, Volume: 16 Issue: 2, 3093 - 3124, 28.08.2025

Şeyma Tükenmez Şahin , Çiğdem Karatepe

https://doi.org/10.51460/baebd.1476944

Abstract

Bu çalışma, Türkiye'de bir devlet üniversitesinde orta düzey Yabancı Dil Olarak İngilizce sınıflarında öğretmen-öğrenci etkileşimindeki örüntüleri araştırmayı amaçlamaktadır. Metodolojik çerçeve olarak sınıf söylem analizi kullanılarak, bir İngilizce eğitmeni tarafından verilen bir İngilizce dersi titizlikle ses kaydına alınmış ve yazıya dökülmüştür. Toplanan veri, Sinclair ve Coulthard (1975) tarafından önerilen Başlatma-Yanıt-Geri Bildirim (BYG) modeli kullanılarak sistematik olarak analiz edilmiş, sıra alma sıklıkları, değişimlerin derinliği ve öğretim söylemi içindeki hareketlerin ve eylemlerin dağılımı ve özelliklerinin tanımlanmasına odaklanılmıştır. Bulgulara göre, bu araştırma, değişim düzeyinde öğretim değişimlerinin ağırlıklı olarak kullanıldığını ve yapılandırılmış BYG modeliyle yakından uyumlu olarak, öğretmen liderliğindeki söylem kalıplarına yönelik bir eğilimin altını çizen başlatma hamlelerinin yaygınlığını ortaya koymuştur. Ayrıca, sıra alma miktarları analiz edilmiş ve öğrenci tarafından başlatılan sıralara kıyasla öğretmen tarafından yapılan sıra alma örneklerinin daha sık olduğu ortaya çıkmıştır. Son olarak, öğrenci tarafından verilen cevap eylemi en sık rastlanan eylem düzeyi olmuştur. Bu ampirik içgörüler toplu olarak, öğretmen hakimiyeti ile karakterize edilen ve öğrencilere ikincil rol veren bir öğretim ortamını tasvir etmektedir. Son olarak, çalışma, sınıf içi söylem ile gerçek hayattaki otantik dilsel etkileşimler arasındaki önemli bir farkın altını çizmekte ve bu da sınıf içi konuşmayı doğal olmaktan çıkarmaktadır.

Keywords

Sınıf İçi Etkileşim , Söylem Analizi , BYG Modeli

Understanding the Nature of Classroom Interaction: A Discourse Analysis Based on the Initiation-Response-Feedback Model

Abstract

This study endeavors to investigate patterns in teacher-student interaction within an intermediate-level English as a Foreign Language (EFL) classroom in a state university in Turkey. Employing classroom discourse analysis as the methodological framework, an English lesson delivered by an EFL instructor was meticulously audio-recorded and transcribed. The transcribed corpus was systematically analyzed utilizing the Initiation-Response-Feedback (IRF) model suggested by Sinclair and Coulthard (1975), focusing on delineating the number of turns taken, the depth of exchanges, and the distribution and characteristics of moves and acts within the instructional discourse. According to the findings, this investigation revealed a predominant utilization of teaching exchanges in the exchange level and a prevalence of opening moves, aligning closely with the structured IRF model, underscoring a proclivity towards teacher-led discourse patterns. Also, the number of turns taken was analyzed and it revealed a greater frequency of teacher turn-taking instances compared to student-initiated turns. Lastly, the reply act given by the student was the most frequently occurring act. These empirical insights collectively portray an instructional environment characterized by teacher dominance, and giving students the subordinate role. Finally, the study underscores a notable distinction between classroom discourse and authentic linguistic interactions in real life, which makes classroom conversation unnatural.

Keywords

Classroom Interaction , Discourse Analysis , IRF Model

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