İngilizce öğretmenlerinin edimbilim öğretimi için materyal uyarlaması konusundaki görüşleri üzerine örnek bir inceleme

Abstract

İngiliz dili eğitimi alanında son zamanlarda edimbilimsel dil öğelerinin öğretimi daha fazla ilgi görmeye başlamıştır. Alandaki araştırmalar, İngilizce ders kitaplarının edimbilimsel öğeleri sunma konusunda yetersiz kaldığını göstermiştir. Ders kitaplarının öğrenciler için önemli bir bilgi kaynağı olması nedeniyle, öğretmenlerin ders kitaplarındaki edimbilim aktivitelerini zenginleştirebilmeleri önemlidir. Ancak, öğretmenlerin bunu ne ölçüde başarabileceği henüz araştırılmamıştır. İlgili alanyazın incelendiğinde öğretmenlerin edimbilim öğretim materyalleri hakkındaki görüşlerini inceleyen bir çalışmaya rastlanmamıştır. Bu boşluğu doldurmak için, ilk olarak amacı ricaları öğretmek olan bir ders kitabı aktivitesi alanyazın taranarak zenginleştirilmiştir. Sonra bu aktivite 100 Türk İngilizce öğretmeninin dikkatine sunulmuştur. Ardından öğretmenlerin görüşleri hakkında bilgi, bir anket ve yarı yapılandırılmış mülakat aracılığı ile toplanmıştır. Aynı zamanda öğretmenlerin edimbilim öğretimi için ders kitabı aktivitelerini uyarlama konusunda istekli olup olmadıkları da sorgulamaktadır. Bulgular, öğretmenlerin ders kitabı aktivitesinde yapılan değişiklikleri edimbilim öğretimi için faydalı bulduklarını göstermiştir. Ayrıca akademik eğitimleri sırasında edimbilim hakkında bir ders almış olan katılımcılar ile almayanlar arasında istatistiksel bir fark bulunmamıştır. Öğretmenler edimbilim öğretimi için materyal uyarlamanın bir zaruret olduğunu düşünmektedirler. Yine de, edimbilim konusunda yeterli bilgiye sahip olmadıkları için, katılımcıların tamamının bu tür uyarlamalar yapmadıklarını kabul etmişlerdir.

Keywords

• edimbilim öğretimi
• ingilizce materyal uyarlaması
• söz eylemleri
• ricalar

A case study on EFL teachers’ views on material adaptation for teaching pragmatics

Abstract

The teaching of pragmatic features in the field of ELT has received more attention recently. Many studies indicated that English textbooks fail to represent the features of pragmatics. Yet, textbooks are a valuable source of information for students, so it is vital for teachers to be able to enrich the textbook activities for teaching pragmatics. However, to what extent teachers can achieve this has not been investigated yet. Moreover, no studies have been found investigating the views of EFL teachers on the teaching materials for pragmatics instruction. To fill in this gap, a dialogue activity aiming to teach requests was modified based on the relevant literature. The modified activity was presented to the attention of 100 Turkish EFL teachers. Then, the views of EFL teachers on the modified activity were investigated through a questionnaire and semi-structured interviews. The study also aimed to question if teachers were willing to adapt textbook activities for more effective pragmatics instruction. The results indicated that teachers found the modifications useful for pragmatics instruction. Furthermore, no statistically significant difference was found between those who had taken a course on pragmatics during their teacher training and the ones who had not. It was found that teachers regarded material adaptation for the instruction of pragmatics as a must. Even so, they admitted that none of them had made such adaptations as they thought they were not equipped with a satisfying level of knowledge on pragmatics.

Keywords

• pragmatics instruction
• ELT material adaptation
• speech acts
• requests

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