İşbirlikçi Diyalog Parametreleri: Etkileşim Örüntüleri, Anadil Kullanımı ve Dil Odaklı Tartışmalar

Year 2020, Volume: 6 Issue: 2, 711 - 732, 25.10.2020

Burak Aydın , Elif Aydın

https://doi.org/10.31464/jlere.777592

Abstract

Bu çalışmada işbirlikçi diyalog, etkileşim örüntüleri, anadil kullanımı ve dil odaklı tartışmalar açısından incelenmiştir. Bahsi geçen unsurlar, öğrenci gruplarının dil seviyeleri ve verilen görevlerin zorluğu gibi değişkenlere bağlı olarak analiz edilmiştir. Bu amaçla, bir vakıf üniversitesinin hazırlık programından farklı seviyede ikili öğrenci grupları (yüksek-yüksek [Y-Y] & yüksek-düşük [Y-D]) örnekleme alınmıştır. Ayrıca, bu çalışmada üç farklı görev tipi (sözcük türetme görevi, hata düzeltme görevi ve kompozisyon görevi) kullanılmıştır. Çalışma sonucunda her iki öğrenci grubunda da (Y-Y & Y-D) işbirlikçi etkileşim örüntüsünün oluştuğu gözlemlenmiştir. Anadil kullanımının ise Y-D ikili öğrenci grubunda daha yaygın olduğu ve kompozisyon görevinin daha çok anadil kullanımını gerektirdiği görülmüştür. Ayrıca, anadil kullanımında üstdil işlevinin üstbilişsel işlevden daha çok kullanıldığı görülmüştür. Dil odaklı tartışmalar açısından ise Y-D ikili öğrenci grubunun öne çıktığı ve kompozisyon görevinin diğer görevlere göre daha fazla dil odaklı tartışma gerektirdiği tespit edilmiştir. Yapılan çalışma, ikili öğrenci gruplarındaki dil sevilerine bakılmaksızın, işbirlikçi etkileşim örüntüsünün öğrenci etkileşimini ve öğrenciler arasındaki bilgi aktarımını etkin bir şekilde sağladığını ortaya koymaktadır. Çalışma, aynı zamanda, anadil kullanımı ve dil odaklı tartışmaların bu etkileşimler için yardımcı araçlar olabileceği fikrini öne sürmektedir.

Keywords

İşbirlikçi Diyalog, Etkileşim Örüntüleri, Anadil Kullanımı, Dil Odaklı Tartışmalar

The Parameters of Collaborative Dialogue: Interaction Patterns, Use of L1 and Language-Related Episodes

Abstract

This study investigated collaborative dialogue in terms of patterns of interaction, use of L1 and language-related episodes (LREs). These elements were analyzed as to different pairings and task complexity. To that end, two different levels of student pairs were sampled (high-high [H-L] & high-low [H-L]) from the preparatory class of a foundation university. In addition, three different task types were used (word formation task, error correction task and composition task) in the study. The results showed that in both pairings (H-H & H-L) collaborative pattern was observed. As to L1 use, it was more prevalent in high-low (H-L) pairing and the composition task required more use of L1. Moreover, L1 metatalk was used more than its metacognitive function. In terms of LREs, H-L pair experienced more episodes and the composition task required more LREs than other tasks. The study suggests that collaborative pattern, irrespective of language levels of pairs, secures effective interaction and transfer of knowledge between learners. Also, it is suggested that L1 use and LREs can be mediating tools for these interactions.

Keywords

Collaborative dialogue, Interaction patterns, Use of L1, Language-related episodes

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