Mesleğe Yeni Başlamış ve Deneyimli Öğretmenlerin Sözel Düzeltici Dönüte İlişkin İnançları ve Tutumları

Year 2024, Volume: 44 Issue: 2, 1115 - 1144, 30.08.2024

Hale Ülkü Aydın , Kemal Sinan Özmen

https://doi.org/10.17152/gefad.1447219

Abstract

Bu çalışma mesleğe yeni başlamış ve deneyimli öğretmenlerin sözel düzeltici dönüt hakkındaki inançları ve beyan edilmiş tutumlarını ve bu iki grup arasındaki benzerlikleri ve farklılıkları incelemeyi amaçlamaktadır. Bu çalışmada araştırma sorularına cevap bulmak amacıyla belirli nitel ve nicel araştırma tekniklerinden faydalanılmıştır. Nitel yöntem olarak mesleğe yeni başlamış ve deneyimli öğretmenlerin sözel düzeltici dönüt hakkındaki inançlarını ortaya çıkarmak için bazı mülakatlar gerçekleştirilmiştir. Çalışmanın nicel kısmı Hata Düzeltme Durumları Benzetimi’nden gelen veriden oluşmaktadır. Mesleğe yeni başlamış ve deneyimli öğretmenlerden her bir duruma nasıl ve neden karşılık vereceklerini yazmaları istenmiştir. Bu aracın amacı mesleğe yeni başlamış ve deneyimli öğretmenlerin beyan edilmiş davranışlarını belirlemektir. Sonuçlar mesleğe yeni başlamış ve deneyimli öğretmenlerin sözel düzeltici dönüte ilişkin inanç ve tutumları arasında bazı benzerlikler olmasına rağmen, dil bileşenlerine ilişkin hataları düzeltme konusunda kullandıkları sözel düzeltici dönüt tekniklerinin ve inançlarının farklılık gösterdiğini ortaya koymuştur.

Keywords

Sözel düzeltici dönüt, EFL mesleğe yeni başlamış öğretmenler, Mesleğe yeni başlamış öğretmenlerin inançları, EFL deneyimli öğretmenler, Deneyimli öğretmenlerin inançları

Novice and Experienced Teachers’ Beliefs and Stated Attitudes About Oral Corrective Feedback

Abstract

This study aims to investigate novice and experienced teachers’ stated beliefs and attitudes about oral corrective feedback (OCF) and the similarities and differences between them. Certain qualitative and quantitative research techniques were employed in this study to answer the research questions. Regarding qualitative design, some interviews were conducted to find out novice and experienced teachers’ stated beliefs about OCF. The quantitative part of the study is based on data collected through Situations for Error Correction (SEC) Simulation. The novice and experienced teachers were asked to write how they would respond to each situation and why they would respond that way. The aim of this tool was to identify the novice and experienced teachers’ stated attitudes. The results indicated that although there were some similarities between the novice and experienced teachers’ beliefs and attitudes about OCF, their OCF strategies and beliefs varied regarding correcting errors concerning language components.

Keywords

Oral corrective feedback, EFL novice teachers, Novice teachers’ beliefs, EFL experienced teachers, Experienced teachers’ beliefs

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