İngiliz dili programlarında lisans düzeyinde disipliner yazma eğitimi üzerine: Tür odaklı yaklaşım

Year 2022, Issue: 26, 1024 - 1038, 21.02.2022

Aysel Sarıcaoğlu

https://doi.org/10.29000/rumelide.1074517

Abstract

Öğrencilere disipliner yazma becerilerinin kazandırılması, disiplin kimliklerini oluşturmalarını, bilimsel toplulukların bir üyesi olmalarını, akademik ve mesleki açıdan daha başarılı olmalarını desteklemek açısından önemlidir. Disipliner yazma uygulamaları genellikle lisansüstü düzeyinde bilgi üretme ve yazılı ürünlere dönüştürme şeklinde uygulanmaktadır. Ancak, lisans düzeyinde, disipliner yazma eğitimi Türkiye'deki çoğu yükseköğretim kurumunda yaygın bir uygulama değildir. Bu çalışma, İngiliz Dili ve Edebiyatı ile İngilizce Öğretmenliği programlarındaki lisans öğrencilerinin disipliner yazma ihtiyaçlarını ele almaktadır ve öğrencilerin disipliner yazma becerilerini lisans eğitimlerinin erken bir aşamasında nasıl geliştirebileceğine dair onlara nasıl destek olabileceğimizi anlamamıza katkıda bulunmayı amaçlamaktadır. Bu çalışmada İngiliz Dili ve Edebiyatı ile İngilizce Öğretmenliği programlarındaki lisans öğrencilerini, bölüm derslerinde yaptıkları yazma ödevlerinin gereklilikleri doğrultusunda, disiplin bilgisi ve disipliner yazma becerileri ile donatmayı amaçlayan, tür odaklı bir disipliner yazma dersi tanıtılmaktadır. Ders ile ilgili, öğrenme hedefleri, üniteler, haftalık plan, örnek öğretim materyalleri ve etkinlikleri ve değerlendirme çerçevesinde bilgi verilir. Bu dersi geliştirilmesinde ve uygulanmasında yaşanılan ya da yaşanılabilecek zorluklar ele alınır ve öğretmenlerin dersi uygularken ve değerlendirirken düşünmesi gereken bazı hususlara yer verilir.

Keywords

Disipliner yazma, tür odaklı yaklaşım, lisans öğrencileri, İngiliz Dili ve Edebiyatı, İngilizce Öğretmenliği

Towards teaching undergraduate-level disciplinary writing in English majors: A genre-based approach

Abstract

Teaching students disciplinary writing skills is important in supporting them to develop a disciplinary identity, to become a member of their scientific communities, and to be academically and professionally more successful. Disciplinary writing practices are often implemented at the graduate level where students are familiarized with the processes of creating knowledge and the forms of written products within their disciplines. However, at the undergraduate level, disciplinary writing instruction is not a common practice in most higher education institutions in Turkey. This study addresses disciplinary writing needs of junior-level students in English Language and Literature (ELL) and English Language Teaching (ELT) and seeks to contribute to our understanding of how we can assist students' disciplinary writing skills at an early stage in their undergraduate studies. It describes an undergraduate-level research-informed and genre-based disciplinary writing course for the ELL and ELT disciplines. The course aims to equip students with disciplinary knowledge and writing skills in line with the requirements of their departmental writing tasks. The course is described with a focus on learning objectives, teaching units, weekly structure, sample teaching materials and activities, and assessment of students' written work. The challenges associated with developing and teaching this course are addressed, and some considerations that teachers must think about when implementing and evaluating the course are given.

Keywords

Disciplinary writing, genre-based approach, undergraduate students, English language and Literature, English Language Teaching

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