Sınıf İçi Konuşmaların Bir Analizi: Diyalojik mi Monolojik mi?

Year 2016, Volume: 17 Issue: 2, 603 - 625, 01.05.2016

Seyit Ateş Yasin Döğmeci Esra Güray Feride Fulya Gürsoy

Abstract

Öğrenmenin gerçekleşmesinde sınıfta kullanılan dilin karakteri oldukça önemlidir. Uluslararası literatürde diyalojik öğretimi konu edinen çok sayıda araştırmaya rastlanırken Türkiye’de sınırlı sayıda çalışma bulunmaktadır. Bu araştırmanın temel amacı öğretmenlerin sınıflarında nasıl bir dil kullandıklarını diyalojik öğretim açısından analiz etmek ve diyalojik öğretimi geliştirmeye yönelik öneriler geliştirmektir. Araştırma nitel yaklaşımla betimsel tarama modeline uygun olarak gerçekleştirilmiştir. Çalışma kapsamında yer alan sınıflarda, öğrenme – öğretme sürecinde gerçekleşen konuşmaların diyalojik bir yapıya sahip olup olmadığı tespit edilmiştir. Gönüllü olarak araştırmaya katılan sınıf öğretmenlerinin Türkçe ve Sosyal Bilgiler derslerindeki sınıf içi konuşmaları kayıt altına alınmış ve her bir kayıt Reznitskaya’nın 2012 belirlediği göstergeler dikkate alınarak analiz edilmiştir. Yapılan analiz sonucunda diyalojik öğretimin göstergeleri olan otorite, sorular, geri bildirim, üst-düzey tepkiler, açıklama ve işbirliği boyutlarında sınıf içi konuşmaların monolojik boyuta yakın olduğu tespit edilmiştir. Diyalojik konuşmaların gerçekleştirilebilmesi için öncelikle onun bir sınıfta olup olmadığının tespit edilmesi ve dikkate alınan göstergeler açısından geliştirmeye yönelik çalışmaların yapılması gerekmektedir.

Keywords

diyalojik öğretim, monolojik öğretim, sınıf içi konuşmalar

An Analysis of Speeches of Classroom Inside: Is It Dialogic or Monologic?

Abstract

Language used in classroom inside has a profound impact on when learning occurs. Although there is increasing research related to dialogic learning in international scientific literature, the research on dialogic learning do not get much more attention in Turkey. This research aimed to analyze how teachers use the language on the inside of classroom in accordance with dialogic instruction and develop some suggestions for dialogic instruction. The present research used qualitative survey design. In the first phase of the research, it was decided which classrooms had dialogic speeches. The volunteer social studies teachers’ and elementary school classroom teachers’ speeches of classroom inside were recorded. Every record was analyzed according to the indicators determined by Reznitskaya 2012 . The findings showed that the some indicators of dialogic learning, including questions, feedback, high-level responses, explanation, and cooperation related to the speeches of classroom inside were close to monologic dimension. In order to develop dialogic speeches in classroom inside, it is required to be determined whether or not there are dialogic speeches classroom inside. And then it should be developed by giving attention to its indicators

Keywords

dialogic instruction, monologic instruction, classroom inside speeches

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