Fark Etme Destekli Hata Düzeltmenin Öğrencinin Doğru Yazması Üzerine Etkileri

Year 2019, Volume: 36 Issue: 1, 77 - 101, 22.07.2019

Maria-elena Solares-altamirano

Abstract

Neredeyse yirmi beş yıldır, araştırmacılar Truscott’un yazılı düzeltici
geribildirimin (YDG) dilbilgisi gelişimi için yetersiz olduğu iddiasını
çürütmeye çalışmışlardır. Çok sayıda çabaya rağmen, YDG’nin dilbilgisi
öğreniminde oynadığı rol halen çözülememiştir. Truscott’un iddiasını çürütmeye
çalışan ilk çalışmalar, son çalışmaların üstesinden geldiği yöntemsel ve etik
kusurlar içeriyordu. Yine de Truscott’un iddiası tamamen çürütülememiştir. Bu
çalışma, bunun olası nedenlerini tartışmakta ve fark etmeyi destekleyen hata
düzeltme koşullarının (HDK) yazma doğruluğu üzerindeki etkilerini inceleyen
yarı deneysel bir araştırmayla desteklemektedir. Araştırma açık, kontrolsüz ve
öğrenci merkezli bir yazma göreviyle YDG’yi kapsamlı bir şekilde ele
almaktadır.  Geribildirimin her
aşamasında öğrenci tarafından başlatılan fark etme olanakları HDK’lara
eklenerek yazma doğruluğunun etkilenip etkilenmediğini araştırılmıştır. YDG
üzerine yapılan çok sayıda araştırmadan pek azı 
geribildirim esnasında fark etme konusunu incelemiştir  Çalışmanın kuramsal çerçevesini “fark etme”
“yazmanın dil öğrenmede potansiyeli”, “öğrenmek için yazma” ve “edinim için
geribildirim” kavramları oluşturmaktadır. Sonuçlar: Truscott’un YDG’nin
dilbilgisel gelişimde yetersizliği iddiasına destek verebilecek istatistiksel
olarak anlamlı olmayan bulgular ve KONTROL ve ÖZ-HDK'lar arasındaki
istatistiksel olarak anlamlı bulgular olmak üzere iki temel başlık altında
tartışılmıştır. Bu bulgulardan ilki, Truscott’un öğrencilerin zaman ve
çabasının yazma pratiğine odaklanarak daha verimli bir şekilde
değerlendirilebileceği iddiasını destekleyebilir. İkincisi ise, yazıda doğru
kullanımı geliştirmenin YDG tekniğine bağlı olmadığını, ancak fark etme
fırsatlarına bağlı olabileceğini düşündürmektedir.

Keywords

Yazılı düzeltici geribildirim, hata düzeltme, kapsamlı/odaklanmamış hata düzeltme, öğrenen tarafından başlatılan fark etme

The Immediate and Delayed Effects of Noticing-Supported Error Correction on Learners’ Writing Accuracy

Abstract

For nearly twenty-five years, researchers have tried to
refute Truscott’s claim for the inefficiency of written corrective feedback
(WCF) for grammar improvement. Despite numerous attempts, the role WCF plays in
grammar learning is still unresolved. Problems with early studies trying to
negate Truscott’s claim included methodological and ethical flaws that recent
studies have overcome. Researchers are, however, still unable to totally refute
Truscott’s claim. This research outlines possible reasons for this. These
reasons are presented with the support of a quasi-experimental study on the
effects of noticing-supported error correction conditions (ECCs) on learners’
writing accuracy. The research tackles comprehensive WCF in an open,
uncontrolled and learner-centred writing task. Learner-initiated noticing
opportunities were encouraged in each ECC during the feedback stage with the
aim to investigate whether learner-initiated noticing opportunities added to
ECCs influence writing accuracy. Regardless of numerous studies on WCF, little
research has paid attention to noticing while receiving feedback. The study is
framed within the ‘noticing’ debate, the ‘language learning potential of
writing’ and the ‘writing-to-learn’ and ‘feedback-for-acquisition’ dimensions.
Results are discussed under the main findings: the lack of statistically
significant results for grammatical features that might lend support to
Truscott’s claim for the inefficacy of WCF for grammatical features, and; the
statistically significant results found for the CONTROL- and the SELF- ECCs.
The former might support Truscott’s claim that learners’ time and effort would
be more productively spent on writing practice. The latter, might suggest that
accuracy improvement might not depend on the WCF technique but on noticing
opportunities.

Keywords

Written corrective feedback, error correction, comprehensive/unfocused error correction, learner- initiated noticing

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