Yazma Öncesi Faaliyetlerdeki Göndergesel Soruların Öğrencilerin Sınıf içi Katılımına ve Yazılı Üretimine Olan Etkileri

Year 2021, Volume: 10 Issue: 2, 698 - 714, 26.06.2021

Elif Kemaloğlu Er

https://doi.org/10.30703/cije.753039

Abstract

Öğretmenlerin soru türleri öğrencilerin yabancı dil gelişiminde çok önemli bir rol oynamaktadır. Öğretmen soruları arasında öğrencilerin öğretmen tarafından bilinmeyen veriler sağlamaları, görüşlerini ifade etmeleri ve kişisel bilgi ve düşünce alışverişinde bulunmalarına olanak tanımak için sorulan göndergesel sorular özellikle önemlidir zira bu sorular öğrencilerin sınıf içi katılımını ve dil üretimini etkileyebilmektedir. Yazma karmaşık bir üretim sürecidir ve yazma öncesi faaliyetler yazı performansını geliştirmek için gerekli bir adım olarak tanımlanmaktadır. Bu faaliyetlerde göndergesel sorular öğrencilerin sınıf içi katılımını ve dil üretimini teşvik etmede etkin araçlar olarak işlev gösterebilir. Ancak İngilizce dili öğretiminde yazma öncesi faaliyetlerde yer alan göndergesel sorular henüz araştırılmamıştır. Bu çalışma yazma öncesi faaliyetlerdeki göndergesel soruların biçim ve işlevlerini ve bu soruların öğrencilerin sınıf içi katılım ve yazılı üretimine olan etkileri hakkındaki öğretmen ve öğrenci görüşlerini araştırmayı amaçlamaktadır. Çalışmaya 63 İngilizce dili öğrenicisi ve kendilerine yazma eğitimi veren öğretim görevlisi katılmıştır. Veriler sınıf gözlemleri ve öğretmen ve öğrenci mülakatlarıyla toplanmış ve konuşma çözümlemesi ve tematik analiz yoluyla incelenmiştir. Sonuçlar göndergesel soruların çeşitli biçimlerde kullanıldıklarını ve üretimsel, iletişimsel, pedagojik ve motivasyonel işlevlere sahip olduklarını ortaya koymuştur. Öğretmen ve öğrenciler göndergesel soruların öğrencilerin sınıf içi katılımına ve yazılı üretimine kayda değer etkileri olduğunu vurgulamışlardır. Göndergesel soruların öğrencilerin dikkatini çektiği, konuşma motivasyonlarını arttırdığı, sözlü katılımı teşvik ettiği ve karmaşık yanıtlara yol açtığı beyan edilmiştir. Ayrıca göndergesel soruların sınıf içinde kollektif bir biçimde oluşturulan içerik yardımıyla üretilen yazılı ürünlerin oluşturulmasında yol gösterici olduğu belirtilmiştir.

Keywords

İngilizce dil öğretimi, yabancı dil olarak İngilizce, yazma, göndergesel sorular, yazma öncesi faaliyetleri

The Effects of Referential Questions in Pre-writing Activities on Students’ In-class Participation and Written Production

Abstract

Types of teacher questions play a crucial role in students’ foreign language development. Among teacher questions, referential questions asked to enable students to provide data not known by the teacher, express their views and exchange personal information and ideas are particularly important as they can affect students’ in-class participation and language production. Writing is a complex production process and pre-writing activities are defined to be an essential step to improve writing performance. In these activities, referential questions may act as effective means to encourage students’ in-class participation and written production. However, referential questions in pre-writing activities in English language teaching have not yet been investigated. This study aims to investigate the forms and functions of referential questions in pre-writing activities and teacher and student views about their effects on students’ in-class participation and written production. 63 English language learners and their writing instructor participated in the study. The data were collected by classroom observations and teacher and student interviews and analysed via conversation and thematic analysis. The findings showed that referential questions were used in a variety of forms and had productive, communicative, pedagogical and motivational functions. The teacher and students emphasized that referential questions had substantial impacts on in-class participation and written production. They were reported to attract students’ attention, enhance their motivation to speak, promote oral participation and lead to complex responses. Also referential questions were stated to provide guidance for the production of written outputs generated with the help of collaboratively constructed content in the classroom.

Keywords

English language teaching, English as a foreign language, writing, referential questions, pre-writing activities

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