İNGİLİZCE ÖĞRETMEN ADAYLARININ SORU SORMA STRATEJİLERİNİN İNCELENMESİ

Year 2023, Volume: 13 Issue: 2, 1002 - 1014, 30.06.2023

Cemile Dogan , Hayriye Ulaş Taraf , Eda Ercan Demirel

https://doi.org/10.30783/nevsosbilen.1268684

Abstract

Öğrencilerin eleştirel düşünme olarak da adlandırılan üst düzey düşünmelerini sağlayabilmek, Bloom'un Gözden Geçirilmiş Eğitim Hedefleri Taksonomisinde (2001) önerildiği gibi, sadece bilgiyi hatırlamanın ötesinde, bilgiyi analiz etme, değerlendirme ve yaratma gibi öğretim stratejilerini kullanmayı gerektirir. Öğretimde uygulama ve değerlendirme için vazgeçilmez bir araç olan sorgulama hem ulaşılması gereken bir amaç hem de üst düzey düşünme seviyelerine erişmek için değerli bir araçtır. Söz konusu becerileri edinen bir öğretmenin, bunları geleceğin dil öğretmenlerine aktarabileceğini göz önünde bulunduran öğretmen eğitimcileri, eleştirel düşünmeyi teşvik eden dersler tasarlama arayışı içindedir. Bu çalışmada, Bloom'un Gözden Geçirilmiş Taksonomisini bir çerçeve olarak kullanarak, bir üniversitedeki İngiliz Dili Eğitimi öğrencilerinin üst düzey düşünme düzeylerine ilişkin bilgilerini ortaya çıkarmak amacıyla sorgulama becerilerini araştırmak amacıyla ‘Edebiyat ve Dil Öğretimi' başlıklı temel derslerden biri seçilmiştir. Öğrencilere, Avrupa Ortak Referans Çerçevesi seviyelerine göre sınıflandırılmış rastgele seçilmiş kısa hikayeler dağıtılmıştır. Daha sonra, bu hikayeleri gelecekteki öğrencilerine okutacaklarını hayal ederek sorular oluşturmaları istenmiştir. Soruların Bloom'un Gözden Geçirilmiş Taksonomisinin hangi seviyelerine karşılık geldiği ve her seviyedeki soruların sıklığı ve dağılımı incelenmiştir. Bulgular, öğretmen adayları tarafından oluşturulan ve taksonomideki alt düzey düşünme becerilerine hitap eden soruların, hikayelerin her seviyesi için üst düzey düşünme becerilerinden daha ağır bastığını ortaya koymuştur.

Keywords

Bloom'un revize edilmiş taksonomisi, İngiliz Dili Eğitimi, Sorgulama, Eleştirel düşünme, öğretmen adayları

EXAMINING PRE-SERVICE ELT TEACHERS’ QUESTIONING STRATEGIES

Abstract

Promoting learners' higher-order thinking, which is also called critical thinking. requires using instructional strategies beyond merely recalling information but analyzing, evaluating, and creating information, as suggested in Bloom's Revised Taxonomy of Educational Objectives (2001). As an indispensable vehicle for instructional practice and assessment, questioning is both an end to be achieved and a valuable means to attaining higher-order thinking levels. Bearing in mind that a teacher who can incorporate the so-called skills may transfer those to future language practitioners, teacher educators are on the lookout for designing courses that foster critical thinking. In this study, one of the core courses entitled 'Literature in ELT' was chosen to explore the questioning levels of pre-service ELT learners (henceforth PTEs) at a university to uncover their knowledge of higher-order thinking levels using Bloom’s Revised Taxonomy as a framework. Randomly selected short stories which were classified according to Common European Framework of References (CEFR) levels were distributed to the learners. Afterwards, they were asked to generate questions imagining that they would assign these stories to their future learners to check their reading comprehension. The questions were gathered to determine what levels of Bloom’s Revised Taxonomy the questions correspond to and examine the frequency and distribution of the questions at each level. The findings revealed that questions created by PTEs, addressing lower-level thinking skills in the taxonomy, outweighed the higher-order thinking skills for each level of stories.

Keywords

Bloom's Revised Taxonomy, ELT Questioning, Pre-service teachers, Critical thinking

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