Turkish Teachers’ and Students’ Preferences of Error Correction in Different Levels of Proficiency

Year 2018, Issue: 45, 116 - 130, 27.06.2018

Pınar Uyanıker

Abstract

Errors
are an inevitable part of learning. Students make errors during learning
process and these errors show that students are actually testing their
hypothesis about language. Therefore, how errors are corrected and teachers’
awareness about the issue is important. Students’ preferences, their level of
language proficiency, object of the course are some factors that affect
treatment of errors. This study aims to shed light on teachers’ and learners’
preferences on error correction in different levels of proficiency. The
participants were 242 learners and five English teachers. Five sessions in
beginner and low-intermediate classes were voice recorded. American Language
Course Placement test was used to measure proficiency level of the students (see
Table 1). A questionnaire was adopted to learn about students’ preferences on
error correction and to learn about the preferences of instructors,
semi-structured interviews were conducted. The results of the study show
controversy regarding what teachers believe and do in practice. In the records,
it was seen that teachers make use of similar correction techniques but the
interview results indicated teachers believe different techniques should be
used for learners with different proficiency levels. Regarding proficiency
level, it was observed that students with different proficiency levels
preferred different correction techniques.

Keywords

Error correction, preferences, different levels of proficiency

Öğretmenlerin ve Öğrencilerin Farklı Dil Seviyelerinde Yanlış Düzeltimine İlişkin Tercihleri

Abstract

Yanlışlar öğrenmenin vazgeçilmez bir parçasıdır. Öğrenciler
öğrenirken yanlış yaparlar ve bu yanlışlar öğrencilerin dil ile ilgili hipotezlerini
test ettiklerini gösterir. Bu bağ lamda, yanlışların öğretmenlere sağladığı bilginin
öğrenme ve öğrenmenin düzenlenmesi açısından önemli olduğu değerlendirilmektedir.
Yanlışların nasıl düzeltildiği ve bu konudaki öğretmen bilinci de dolayısıyla
önem kazanmaktadır. Öğrencilerin yanlış düzeltimi ile ilgili tercihleri, dil
seviyesi, dersin amacı yanlış düzeltiminde göz önünde bulundurulması gereken
bazı faktörlerdir. Bu çalışmanın amacı öğretmenlerin ve farklı dil
seviyelerindeki öğrencilerin yanlış düzeltim tercihlerini anlamaktır. Katılımcılar
242 öğ renci ve 5 İngilizce öğretmenidir. Çalışma için başlangıç ve alt-orta seviyede
5 saatlik ses kaydı yapılmış tır. Öğrencilerin dil seviyeleri American Language
Course Placement Test ile ölçülmüştür (bkz. Tablo 1). Öğrencilerin
tercihlerini öğrenmek için bir anket, öğretmenlerin tercihlerini öğrenmek için
yarı yapılandırılmış görüşme kullanılmış tır. Araştırmanın sonuçları öğretmenlerin
tercihleri ve yaptıkları arasında çeliş ki olduğunu ortaya koymuş tur. Yapılan
kayıtlar sonucunda öğretmenlerin farklı dil seviyelerinde aynı düzeltme
yöntemleri kullandıkları görülmüş, ancak öğretmenler görüşmede farklı dil seviyelerine
iliş kin farklı düzeltme yöntemleri kullandıklarını belirtmişlerdir. Farklı
dil seviyelerine iliş kin olarak, öğrencilerin yanlış  düzeltim tercihleri değişmektedir.

Keywords

yanlış düzeltimi, tercih, farklı dil seviyesi

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