Akademik Amaçlı İngilizce Bağlamında Bekleme Süresi: Konuşma Analizi Bakış Açısı

Year 2020, Volume: 3 Issue: 1, 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

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