Research Article
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Dinamik Sistem Çerçevesinde Dil Öğreniminde Yaşanılan Belirsizlik Deneyimleri

Year 2019, Volume: 25 Issue: 97, 280 - 293, 20.09.2019
https://doi.org/10.22559/folklor.943

Abstract

İnsanlar hayatın her alanında belirsizlikler yaşıyorlar. Bu nedenle araştırmacılar belirsizlik kavramını
psikoloji ve iletişim alanlarında, karar verme, sağlık, iş, örgütsel çevre ve ilişkiler konuları gibi çeşitli
bağlamlarda araştırmaktadırlar. Belirsizlik eğitim alanında da anahtar bir kavramdır çünkü belirsizlik
hayatın her alanında mevcuttur ve kaçınılmazdır, ayrıca öğrenme bağlamının da doğal bir özelliğidir.
Bu nedenle, öğrencilerin dil öğrenirken belirsizlik durumlarını nasıl deneyimlediklerini, belirsiz
durumların neden kaynaklandığı ve belirsizlik durumlarındada ne hissettikleri konusunda anlayışımızı arttırmak önem teşkil etmektedir. Karmaşık dinamik sistem açısından, dil sürekli bir değişim ve
dönüşüm içerisindedir. Buna bağlı olarak dinamik sistemde dil öğrenme anlam yaratma sürecidir ve bu
anlam yaratma sürecinde öğrenciler bir çok belirsiz durumla karşı karşıya kalmaktadır. Bu çalışma dil
öğrencilerinin belirsizlik durumlarını nasıl deneyimlediklerini; belirsiz durumları nasıl
değerlendirdiklerini ve belirsiz durumlarda nasıl hissettiklerini araştırmak amacıyla yapılmıştır. Dil
öğrenme sınıfları gelişmekte olan ve kendini örgütleyen bir sisteme sahip olduğu için belirsizlik
durumları değişik kaynaklardan çeşitli şekillerde ortaya çıkmaktadır. Dil sınıflarında öğrenciler, açık
olmayan yönergeler, bilgi eksikliği, bir çalışmayı tamamlarkenki yetersizlikleri, öğretmenleri veya
bağlam gibi çeşitli sebeplerden kaynaklanan belirsizlik durumlarıyla karşılaşabilirler. Belirsizlik
durumlarının dil öğreniminin doğal bir parçası olduğunu göz önünde bulundurarak, öğrencilerin
belirsizlik deneyimlerini anlamak amacıyla video kayıtları ve yansıtıcı günlükler gibi çoklu veri
kaynakları kullanılmıştır. Çalışmanın sonuçları belirsizlik durumlarının dil öğrencileri için kaçınılmaz
bir deneyim olduğunu ortaya çıkarmıştır. Dil öğrencileri dersle ilgili sebeplerden kaynaklanan, bilişsel
süreç veya sosyal etkenler gibi nedenlerle ortaya çıkan çeşitli belirsizlik durumları yaşamaktadırlar ve
bu belirsizlik durumlarına karşı olumlu veya olumsuz yargılar ve duygular geliştirmektedirler. Buna ek
olarak, öğrencilerin belirsizlik durumlarında yaşadıkları deneyimleri öğrencilerin algıları ve duygusal
tepkileri şekillendirmektedir.

References

  • Babrow, A. S., & Kline, K.N. (2000). From “reducing” to “managing” uncertainty: Reconceptualizing the central challenge in breast self-exams. Social Science and Medicine, 51,1805-1816.
  • Bammer, G., & Smithson, M. (2012). Uncertainty and risk: multidisciplinary perspectives. London: Erthscan Publications Ltd.
  • Baxter, B., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  • Blumenfeld, P. C., Mergendoller, J. R., & Swarthout, D. B. (1987). Task as a heuristic for understanding student learning and motivation. Journal of Curriculum Studies, 19(2), 135
  • Bradac, J. J. (2001). Theory comparison: Uncertainty reduction, problematic integration, uncertainty management, and other curious constructs. Journal of Communication, 51(3), 456-476.
  • Brashers, D. E. (2001). Communication and uncertainty management. Journal of Communication,51(3), 477-497.
  • Brashers, D. E., & Babrow, A. (1996). Theorizing communication and health. Communication Studies. 47, 243-251.
  • Brashers, D. E. , Neiding, J. L., Haas, S. M., Dobbs, L. W., Cardillo, L. W., & Russel, J. A. (2000). Communication in the management of uncertainty: The case of persons living with HIV or AIDS. Communication Monographs, 67(1), 63-84.
  • Cameron, L., & Larsen-Freeman, D. (2007). Complex systems and applied linguistics. International Journal of Applied Linguistics, 17(2), 226-240. doi:10.1111/j.1473- 318 4192.2007.00148.x Clampitt, P. G., & DeKoch, R. J. (2001). Embracing uncertainty: The essence of leadership. New York: Routledge.
  • De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic view as a complementary perspective. Bilingualism: language and Cognition, 10(01), 51-55. Doyle, W., & Carter, K. (1984). Academic tasks in classrooms. Curriculum Inquiry, 14, 129– 149.
  • Dörnyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited. New York : Routledge.
  • Ely, C. M. (1989). Tolerance of ambiguity and use of second language strategies. Foreign Language Annals, 22(5), 437-445.
  • Furnham, A., & Ribchester, T. (1995). Tolerance of ambiguity: A review of the concept, its measurement and applications. Current Psychology, 14(3), 179-199.
  • Gudykunst, W. B. (1995). The uncertainty reduction and anxiety-uncertainty reduction theories of Berger, Gudykunst, and associates. In D. P. Cusman & B. Kovacic (Eds.), Watershed research traditions in human communication theory (p. 67-100). Albany: State University of New York Press.
  • Jordan, M. (2010). Managing uncertainty in collaborative robotics engineering projects: The influence of task structure and peer interaction (Doctoral dissertation, The University of Texas).
  • Jordan, M. (2015). Variation in students’ propensities for managing uncertainty. Learning and Individual differences, 38(2015), 99-106.
  • Jordan, M., & McDaniel, R. R. (2014). Managing uncertainty during collaborative problem solving in elementary school teams: The role of peer influence in robotics engineering activity. The Journal of the Learning Sciences, 23, 490-536.
  • Kazamia, V. (1999). How tolerant are Greek EFL learners of foreign language ambiguities? Leeds Working Papers in Linguistics, 7, 69-78.
  • Krane, H. P., Johansen, A., & Alstad, R. (2014). Exploiting opportunities in the uncertainty management. Social and Behavioral Sciences, 119(2014), 615-624.
  • Krohne, H. W. (1993). Vigilance and cognitive avoidances as concepts in coping research. In H. W. Krohne (Ed), Attention and avoidance. Toronto: Hogrefe & Huber. Larsen-Freeman, D. (2013). Chaos/complexity theory for second language acquisition. The Encyclopedia of Applied Linguistics (pp 1-7).
  • Monat, A., Averill, J., & Lazarus, R. (1972). Anticipatory stress and coping reactions under 319
  • various conditions of uncertainty. Journal of Personality and Social Psychology, 24, 237- 253.
  • Smithson, M. (2008). Psychology’s Ambivalent View of Uncertainty. In G. Bammer and M. Smithson (Eds.), Uncertainty and risk: Multidisciplinary perspectives, (205- 217), London: Earthscan Publications Ltd.
  • Srinivasan, S. K. (2012). Managing uncertainty: The case for scenario planning in management education. IMJ, 4(2), 21-29.
  • Starbuck, W. H. (2009). Perspective-Cognitive reactions to rare events: Perceptions, uncertainty, and learning. Organization Science, 20(5), 925-937.
  • Verspoor, M., Lowie, W., & Van Dijk, M. (2008). Variability in second language development from a dynamic systems perspective. The Modern Language Journal, 92(2008), 214-231.

The Experience of Uncertainty in Foreign Language Learning within Dynamic Systems Framework

Year 2019, Volume: 25 Issue: 97, 280 - 293, 20.09.2019
https://doi.org/10.22559/folklor.943

Abstract

People experience uncertainty in every aspect of life and researchers have investigated the concept in
domains of psychology and communication in various contexts such as decision-making, health
contexts, business, organizational settings and relational issues. Uncertainty is also a key concept in
educational settings as it is unavoidable in life and it is a natural characteristic of learning contexts.
Thus, it seems significant to expand our understandings of how students experience uncertainty while
language learning. From the complex dynamic systems perspective, language learning is characterized
as meaning making and this process of meaning making involves uncertain situations. This study was
designed to investigate how language learners experience uncertainty; that is how they appraise
uncertainty and how they feel in uncertain situations. As the language classrooms are emergent, selforganizing systems, uncertainty stems from various sources in different forms. In order to find out about
language learners’ uncertainty experiences multiple data sources were employed. The results revealed
that uncertainty was a pervasive experience for language learners. They experienced uncertainty related
to the course, cognitive processes, and social factors and they develop positive and negative
appreciations of uncertainty. 

References

  • Babrow, A. S., & Kline, K.N. (2000). From “reducing” to “managing” uncertainty: Reconceptualizing the central challenge in breast self-exams. Social Science and Medicine, 51,1805-1816.
  • Bammer, G., & Smithson, M. (2012). Uncertainty and risk: multidisciplinary perspectives. London: Erthscan Publications Ltd.
  • Baxter, B., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  • Blumenfeld, P. C., Mergendoller, J. R., & Swarthout, D. B. (1987). Task as a heuristic for understanding student learning and motivation. Journal of Curriculum Studies, 19(2), 135
  • Bradac, J. J. (2001). Theory comparison: Uncertainty reduction, problematic integration, uncertainty management, and other curious constructs. Journal of Communication, 51(3), 456-476.
  • Brashers, D. E. (2001). Communication and uncertainty management. Journal of Communication,51(3), 477-497.
  • Brashers, D. E., & Babrow, A. (1996). Theorizing communication and health. Communication Studies. 47, 243-251.
  • Brashers, D. E. , Neiding, J. L., Haas, S. M., Dobbs, L. W., Cardillo, L. W., & Russel, J. A. (2000). Communication in the management of uncertainty: The case of persons living with HIV or AIDS. Communication Monographs, 67(1), 63-84.
  • Cameron, L., & Larsen-Freeman, D. (2007). Complex systems and applied linguistics. International Journal of Applied Linguistics, 17(2), 226-240. doi:10.1111/j.1473- 318 4192.2007.00148.x Clampitt, P. G., & DeKoch, R. J. (2001). Embracing uncertainty: The essence of leadership. New York: Routledge.
  • De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic view as a complementary perspective. Bilingualism: language and Cognition, 10(01), 51-55. Doyle, W., & Carter, K. (1984). Academic tasks in classrooms. Curriculum Inquiry, 14, 129– 149.
  • Dörnyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited. New York : Routledge.
  • Ely, C. M. (1989). Tolerance of ambiguity and use of second language strategies. Foreign Language Annals, 22(5), 437-445.
  • Furnham, A., & Ribchester, T. (1995). Tolerance of ambiguity: A review of the concept, its measurement and applications. Current Psychology, 14(3), 179-199.
  • Gudykunst, W. B. (1995). The uncertainty reduction and anxiety-uncertainty reduction theories of Berger, Gudykunst, and associates. In D. P. Cusman & B. Kovacic (Eds.), Watershed research traditions in human communication theory (p. 67-100). Albany: State University of New York Press.
  • Jordan, M. (2010). Managing uncertainty in collaborative robotics engineering projects: The influence of task structure and peer interaction (Doctoral dissertation, The University of Texas).
  • Jordan, M. (2015). Variation in students’ propensities for managing uncertainty. Learning and Individual differences, 38(2015), 99-106.
  • Jordan, M., & McDaniel, R. R. (2014). Managing uncertainty during collaborative problem solving in elementary school teams: The role of peer influence in robotics engineering activity. The Journal of the Learning Sciences, 23, 490-536.
  • Kazamia, V. (1999). How tolerant are Greek EFL learners of foreign language ambiguities? Leeds Working Papers in Linguistics, 7, 69-78.
  • Krane, H. P., Johansen, A., & Alstad, R. (2014). Exploiting opportunities in the uncertainty management. Social and Behavioral Sciences, 119(2014), 615-624.
  • Krohne, H. W. (1993). Vigilance and cognitive avoidances as concepts in coping research. In H. W. Krohne (Ed), Attention and avoidance. Toronto: Hogrefe & Huber. Larsen-Freeman, D. (2013). Chaos/complexity theory for second language acquisition. The Encyclopedia of Applied Linguistics (pp 1-7).
  • Monat, A., Averill, J., & Lazarus, R. (1972). Anticipatory stress and coping reactions under 319
  • various conditions of uncertainty. Journal of Personality and Social Psychology, 24, 237- 253.
  • Smithson, M. (2008). Psychology’s Ambivalent View of Uncertainty. In G. Bammer and M. Smithson (Eds.), Uncertainty and risk: Multidisciplinary perspectives, (205- 217), London: Earthscan Publications Ltd.
  • Srinivasan, S. K. (2012). Managing uncertainty: The case for scenario planning in management education. IMJ, 4(2), 21-29.
  • Starbuck, W. H. (2009). Perspective-Cognitive reactions to rare events: Perceptions, uncertainty, and learning. Organization Science, 20(5), 925-937.
  • Verspoor, M., Lowie, W., & Van Dijk, M. (2008). Variability in second language development from a dynamic systems perspective. The Modern Language Journal, 92(2008), 214-231.
There are 26 citations in total.

Details

Primary Language English
Subjects Turkish Folklore
Journal Section Articles
Authors

Aysun Dağtaş This is me

Şehnaz Şahinkarakaş This is me

Publication Date September 20, 2019
Published in Issue Year 2019 Volume: 25 Issue: 97

Cite

APA Dağtaş, A., & Şahinkarakaş, Ş. (2019). The Experience of Uncertainty in Foreign Language Learning within Dynamic Systems Framework. Folklor/Edebiyat, 25(97), 280-293. https://doi.org/10.22559/folklor.943

Journal website: https://folkloredebiyat.org
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Field EdItors

Folklore:
Prof.Dr. Hande Birkalan-Gedik
(Frankfurt University- birkalan-gedik@em.uni.frankfurt.de)
Prof. Dr. Arzu Öztürkmen
(Bosphorus University- ozturkme@boun.edu.tr)
Edebiyat-Literature
Prof. Dr. G. Gonca Gökalp Alpaslan (Hacettepe University - ggonca@
hacettepe.edu.tr)
Prof. Dr. Ramazan Korkmaz
(President, Caucasus University Association- r_korkmaz@hotmail.com)
Antropoloji-Anthropology
Prof. Dr. Akile Gürsoy
(Beykent University - gursoyakile@gmail.com)
Prof.Dr. Serpil Aygün Cengiz
(Ankara University - serpilayguncengiz@gmail.com)
Dil-Dilbilim/Linguistics
Prof.Dr. Aysu Erden
(Maltepe University - aysuerden777@gmail.com)
Prof. Dr. V. Doğan Günay
(Dokuz Eylul University- dogan.gunay@deu.edu.tr)