İngiliz Dili Öğretimi Ders Kitaplarındaki Dinleme Materyallerini Odi-Farkındalıklı Bakış Açısıyla Uyarlamak: Yunanca Ve İtalyanca Sınıflarından Yansımalar

Year 2022, Volume: 39-1 , 279 - 302, 31.12.2022

Lucilla Lopriore Natasha Tsantila

https://doi.org/10.52597/buje.1227226

Cited By: 1

Abstract

Ortak dil olarak İngilizce (ODİ) farkındalığı perspektifinden (Sifakis, 2019) elde edilen bu katkı, güncel ODİ ve dünya İngilizceleri (Dİ) alan yazını ve araştırması bağlamında İngilizce öğretimi materyallerinin uyarlanması gerektiğine işaret etmektedir. Bu çalışma, dinlemeye odaklanarak, İtalya ve Yunanistan'da kullanılan İngilizce ders kitaplarındaki mevcut materyallerin uyarlamalarını göstermekte ve öğrenci ders değerlendirmeleri ve öğretmen görüşmeleri yoluyla toplanan verileri sunmaktadır. Uyarlamalar şunları içermektedir: a) önceden hazırlanmış dinleme girdilerinin sınıf ortamı dışında karşılaşılan gerçek sözlü söylemle değiştirilmesi, b) öğrencilerin gerçek etkileşimlere katılımını teşvik eden takip etkinliklerinin tasarımı ve c) öğretmenlerin ve öğrencilerin dil kullanımı, öğrenme ve öğretim uygulamaları ile ilgili farkındalığını tetikleyebilecek düşündürücü soruların dahil edilmesi. Yapılan değişikliklerin başarılı olduğunu gösteren bulgular, İngilizce öğretiminde ODİ-farkındalık entegrasyonu anlayışını desteklemektedir.

Keywords

uyarlamalar, dinleme, Ortak Dil Olarak İngilizce (ODİ) Farkındalığı, yansıtıcı uygulamalar

Adapting ELT coursebooks listening materials within an ELF-aware perspective: Voices from Greek and Italian classrooms

Abstract

This contribution, drawing on the ELF-awareness perspective (Sifakis, 2019), emphasises the need for ELT materials adaptation within the latest ELF and WEs literature and research. Focusing on listening, it showcases adaptations of existing materials in EFL coursebooks used in Italy and Greece and presents data collected through student lesson-evaluations and teacher interviews. The adaptations comprise: a) replacement of prefabricated listening inputs with authentic spoken discourse encountered outside the classroom situation, b) design of follow-up tasks stimulating students’ involvement in authentic interactions, and c) inclusion of reflective questions that can trigger teachers’ and learners’ awareness regarding language use, learning and instructional practices. Findings, indicating that the attempted modifications were successful, provide insights in enhancing our understanding of ELF-awareness integration in ELT.

Keywords

Adaptations, listening, ELF-awareness, reflective practices.

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