Akademik Amaçlı İngilizce Bağlamında Bekleme Süresi: Konuşma Analizi Bakış Açısı

Year 2020, , 149 - 162, 17.06.2020

Ayşe Merve Süt

https://doi.org/10.35207/later.698861

Cited By: 3

Abstract

Bu araştırmanın amacı İngiliz uyruklu ikinci dil olarak İngilizce öğreten öğretmenlerin sınıflarında bekleme süresini ne derece kullandıklarını ve kullanımları sonucunda öğrencilerin derse yaptıkları katılımın ne derece arttığını saptamaktır. Bekleme süresi, sınıf içi etkileşimsel becerinin bir parçası olarak kabul edilir ve yerinde kullanımı sınıf içi öğrenmeyi artırabilir. Bu amaçla, 6 ders saatlik veri Konuşma Analizi’ne göre analiz edildi ve öğretmenlerin derslerini işlerken bekleme süresini uygulayıp uygulamadıkları nitel yaklaşımla incelendi. Çalışmanın katılımcıları Birleşik Krallık’taki bir yüksek öğrenim bağlamında öğretmenlerden ve öğrencilerden oluşmaktadır. Toplanan verileri analiz etmek için tüm videolar Konuşma Analizi prensiplerine göre yazıldı. Veri analizinin sonucu, öğretmenlerin sıklıkla bekleme süresini uyguladıklarını göstermiştir. Bekleme süresinin dil sınıflarında etkileşim ve dil öğrenmeyi sağlayan öğrenci katılımına zemin hazırladığı bulunmuştur.

Keywords

bekleme süresi, konuşma analizi, sınıf etkileşimi, İngilizce sınıfları

Supporting Institution

SAKARYA ÜNİVERSİTESİ

Wait-time in an English for Academic Purposes (EAP) Context: A Conversation Analytic Perspective

Abstract

This study aims to discover to what extent native ESL teachers utilize wait-time in their classes and to what extent wait-time gives way to more student contribution. Wait-time is considered as a part of classroom interactional competence, and relevant utilization of it may improve learning in the classroom. Accordingly, six classroom hours of data were analyzed via Conversation Analysis (CA) and whether teachers implement wait-time or not during their lessons were analyzed qualitatively. The participants of the research are teachers and students in a higher education setting in the UK. In order to analyze the data collected, all the videos were transcribed in accordance with the conventions of the Conversation Analysis (CA). The findings suggest that the teachers frequently implement wait-time in their classes. It has been found that wait-time usually leads to students’ contribution in language classes, which may lead to creating space for interaction and language learning. 

Keywords

wait-time, conversation analysis, classroom interaction, ELT classes

References

• Alsaadi, N. S. M. & Atar, C. (2019). Wait-time in material and classroom context modes. International Journal of Contemporary Educational Research, 6(1), 53-69.
• Atar, C. (2016). The sequential organization and management of teachers’ other-initiation of clarification in second language classroom contexts. Unpublished PhD thesis, submitted to University of Newcastle upon Tyne, the UK.
• Atar, C. & Seedhouse, P. (2018). A conversation-analytic perspective on teacher-led clarification and its implications for L2 teacher training. International Journal of Instruction, 11(2), 145-166.
• Anderson, B. O. (1978). The effects of long wait-time on high school physics pupils' response length, classroom attitudes and achievement. Dissertation Abstracts International 39, 3493A. (University Microfilms No. 78-23, 871)
• Anshutz, R. J. (1975). An investigation of wait time and questioning techniques as an instructional variable for science methods student’s microteaching elementary school children. Dissertation Abstracts International, 35, 5978A. (University Microfilms No. 75-06, 131)
• Arnold, D. S., Atwood, R. K., & Rogers, V. M. (1973). An investigation of relationships among question level, response level and lapse time. School Science and Mathematics, 73, 591-594.
• Arnold, D. S., Atwood, R. K., & Rogers. V. M. (1974). Question and response levels and lapse time intervals. Journal of Experimental Education, 43, 11- 15.
• Boeck, M. A., & Hillenmeyer, G. P. (1973, March). Classroom interaction patterns during microteaching: Wait time as an instructional variable. Paper presented at Annual Meeting of the American Educational Research Association, New Orleans. (ERIC Document Reproduction Service No. EDO76574)
• Chewprecha, T., Gardner, M., & Sapianchai, N. (1980). Comparison of training methods in modifying questioning and wait-time behaviors of Thai high school chemistry teachers. Journal of Research in Science Teaching, 17, 191-200.
• Cotton, K. (2006). Classroom questioning. Retrieved January 16, 2020, from http://www.nwrel.org/scpd/sirs/3/cu5.html
• DeTure, L. R. (1979). Relative effects of modeling on the acquisition of wait-time by preservice elementary teachers and concomitant changes in dialogue patterns. Journal ofResearch in Science Teaching, 16, 553-562.
• DeTure, L. R., & Miller, A. P. (1985). The effects of a written protocol model on teacher acquisition of extended wait-time. Paper presented at the annual meeting of the National Science Teachers Association, Cincinnati, OH.
• Doerr, S. T. (1984). Extended wait time, supportive intervention and Piagetian levels of teacher questions in middle school science classes. (Unpublished master's thesis, University of New York at Oswego).
• Duncan, D. & Southon, A.S. (2006). Six ways to discourage learning. Retrieved January 16, 2006, from http://www.aas.org/education/ publications/sixways.html
• Fowler, T. W. (1975). An investigation of the teacher behavior of wait-time during an inquiry science lesson. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Los Angeles. (ERIC Document Reproduction Service No. ED 108872)
• Gambrell, L. B. (1983). The occurrence of think-time during reading comprehension instruction. Journal of Educational Research, 77(2), 77-80.
• Garigliano, L. T. (1973). The relation of wait-time to student behaviors in Science Curriculum Improvement Study lessons. Dissertation Abstracts International, 33, 4199-A. (University Microfilm No. 73-02595)
• Good, T.L. & Brophy, J.E. (2000). Looking in classrooms. New York: Addison Wesley Longman, Inc. Journal of Teacher Education, January- February. Retrieved January 16, 2020, from http://sce436101.sp01.fsu.edu/waittime. html
• Gooding, C. T., Swift, P. R., & Swift, J. N. (1983). An analysis of classroom discussion based on teacher success in observing wait time. Paper presented at the Annual Conference of the New England Educational Research Organization, Rockport, ME.
• Gore, D. A., & Roumagoux, D. V. (1983). Wait time as a variable in sex-related differences during fourth-grade mathematics instruction. Journal of Educational Research, 76(5), 273-275.
• Granato, J. M. (1983). The effects of wait time on the verbal behavior of kindergarten children. Paper presented at the Annual Conference of the New England Educational Research Organization, Rockport, ME.
• Honea, M. J. (1982). Wait time as an instructional variable: An influence on teacher and student. Clearinghouse, 56(4), 167-170.
• Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In Conversation Analysis: Studies from the First Generation, 13-31. Amsterdam: John Benjamins.
• Jones, N. A. (1980). The effect of type and complexity of teacher questions on student response wait time. (Doctoral dissertation, University of Pittsburgh). Dissertation Abstracts International, 41(2), 529-A.
• Knickerbocker, M. E. (1984). The effects of wait time on verbal behavior of kindergarten children: A replication. (Unpublished master's thesis, University of New York at Oswego).
• Lake, J. H. (1973). The influence of wait-time on the verbal dimensions of student inquiry behavior. Dissertation Abstracts International, 34, 6476-A. (University Microfilms No. 74-08866)
• Riley, J. P., II. (1986). The effects of teachers' wait-time and knowledge comprehension questioning on pupil science achievement. Journal of Research in Science Teaching, 23(4), 335-342.
• Rochester, S. R. (1973). The significance of pauses in spontaneous speech. Journal of Psycholinguistic Research, 2, 51-8
• Rowe, M.B. (1974a). Wait time and rewards as instructional variables, their influence in language, logic, and fate control: Part 1. Wait time. Journal of Research in Science Teaching, 11(2), 81-94.
• Rowe, M. B. (1974b). Reflections on wait-time: Some methodological questions. Journal of Research in Science Teaching, 11(3), 263-2
• Rowe, M. B. (1974c). Pausing phenomena: Influence on the quality of instruction. Journal of Psycholinguistics Research, 3, 203-223.
• Rowe, M. B. (l974d). Wait time and rewards as instructional variables, their influence in language, logic, and fate control: Part 2. Rewards. Journal of Research in Science Teaching, 11(4), 291-308.
• Rowe, M. B. (1978). Teaching science as continuous inquiry: A basic, (2nd ed.). New York: McGraw-Hill.
• Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up. Journal of Teacher Education, 37(1), 43-50.
• Samiroden, W. D. (1983). The effects of higher cognitive level questions wait time ranges by biology student teachers on student achievement and perception of teacher effectiveness. (Doctoral dissertation, Oregon State University). Dissertation Abstracts International, 43, 3208-A.
• Seedhouse, P. (1996). Learning talk: a study of the interactional organization of the L2 York.
• Seedhouse, P. (2004). The interactional architecture of the language classroom. Malden, MA: Blackwell.
• Seedhouse, P. (2005). Conversation analysis and language learning. Language Teaching, 38, 165–187.
• Sert, O. & Seedhouse, P. (2011). Introduction: Conversation analysis in applied linguistics. Novitas-ROYAL, 5(1), 1-14.
• Sert, O. (2015) Social Interaction and L2 Classroom Discourse, Edinburg: Edinburg University Press.
• Shrum, J. L. (1985a). Wait time and student performance level in second language classrooms. Journal of Classroom Interaction, 20(1), 29-35.
• Shrum, J. L. (1985b). Wait-time and the use of target or native languages. Foreign Language Annuals, 18(4), 305-313.
• Swift, J. N., & Gooding, C. T. (1983). Interaction of wait time feedback and questioning instruction on middle school science teaching. Journal of Research in Science Teaching, 20(8), 721-730.
• Swift, J. N., Swift, P. R., & Gooding, C. T. (1984). Observed changes in classroom behavior utilizing workshop, wait time feedback and immediate supportive intervention. Paper presented at the Annual Conference of the New England Educational Research Organization, Rockport, ME.
• Tobin, K. G. (1980). The effect of an extended wait time on science achievement. Journal of Research in Science Teaching, 17, 469-475.
• Tobin, K. G. (1983). Management of time in classrooms. In B. J. Fraser (Ed.), Classroom management 22-35. Perth, Australia: WAIT Press.
• Tobin, K. G. (1985). Academic work in science classes. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
• Tobin, K. G. (1986). Effects of teacher wait time on discourse characteristics in mathematics and language arts classes. American Educational Research Journal, 23(2), 191-200.
• Tobin, K. G., & Capie, W. (1982). Relationships between classroom process variables and middle school science achievement. Journal of Educational Psychology, 14,441-454.
• Tobin, K. G. (1986). Effects of teacher wait time on discourse characteristics in mathematics and language arts classes. American Educational Research Journal, 23(2), 191-200.
• Tobin, K. (1987). The Role of Wait Time in Higher Cognitive Level Learning. Review of Educational Research, 57(1), 69–95. doi:10.3102/00346543057001069
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6, 3-23.
• Walsh, S. (2006). Investigating classroom discourse. New York: Routledge.
• Walsh, S. (2011). Exploring Classroom Discourse: Language in action. Oxon: Routledge.
• Walsh, S., & Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247–266. doi:10.1111/ijal.12005
• Winterton, W. W. (1977). The effect of extended wait-time on selected verbal response characteristics on some Pueblo Indian children. Dissertation Abstracts International 38, 620-A. (University Microfilms, No. 77-16, 130)
• Zarrinabadi, N. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System, 42, 288–295. doi:10.1016/j.system.2013.12.014