İkinci / Yabancı Dil Öğretiminde Etkileşimsel Farkındalığın Geliştirilmesi: SETT Tabanlı Araştırmaların Meta-Sentezi

Öz

Bu çalışma, 2003-2025 yılları arasında yayımlanan ve dil öğretiminde öğretici konuşması ile sınıf içi etkileşimi incelemek amacıyla Öğretici Konuşmasının Öz Değerlendirmesi (SETT) çerçevesini kullanan 28 hakemli makalenin nitel meta-sentezini sunmaktadır. Sosyal yapılandırmacı kurama dayanan SETT, öğreticilerin sınıf içi söylemlerini yansıtıcı biçimde analiz etmelerine ve pedagojik hedeflerle uyumlu hâle getirmelerine olanak tanır. Bu çalışmada öğretici yansıtması, dillerötesilik (translanguaging), öğretici özerkliği ve mesleki gelişim gibi öne çıkan temalar belirlenmiştir. Bulgular, video tabanlı yansıtma ve pedagojik üstdil kullanımının öğreticilerin etkileşim farkındalığını ve uyum becerisini artırdığını göstermektedir. Ayrıca çok dilli sınıflarda ana dilin (L1) stratejik kullanımının, öğrenicilerin katılımını desteklediği ve etkileşimsel yeterliliği geliştirdiği ortaya konmuştur. Ancak çalışmaların çoğunun kısa süreli ve küçük örneklemli olması, SETT uygulamalarının uzun vadeli etkilerini değerlendirmeyi zorlaştırmaktadır. Araştırmaların EFL/ESL bağlamlarına yoğunlaşması, daha çeşitli, uzun süreli ve karma yöntemli çalışmalara olan ihtiyacı da vurgulamaktadır. SETT çerçevesi; öğretici söylemini geliştirmeye ve etkileşim odaklı öğretimi desteklemeye yönelik güçlü ve esnek bir ara olarak öne çıkmaktadır.

Anahtar Kelimeler

• SETT
• Öğretici konuşması
• Etkileşim
• Öz-değerlendirme
• İkinci/yabancı dil öğretimi

Developing Interactional Awareness in the Second / Foreign Language Classroom: A Metasynthesis of SETT-based Research

Öz

This study presents a qualitative meta-synthesis of 28 peer-reviewed articles published between 2003 and 2025 that employed the Self-Evaluation of Teacher Talk (SETT) framework to examine teacher talk and classroom interaction in language teaching. Grounded in social constructivist theory, the SETT framework enables teachers to reflectively analyze their classroom discourse and align it with pedagogical goals. The meta-synthesis identifies key recurring themes across studies, including teacher reflection, translanguaging, teacher autonomy, and professional development. Findings suggest that video-based reflection and the use of pedagogical metalanguage enhance teachers’ interactional awareness and adaptability. Moreover, the strategic use of the mother tongue (L1) in multilingual classrooms was found to support student engagement and promote interactional competence. However, the limited sample sizes and short durations of many studies make it difficult to assess the long-term impact of SETT-informed practices. Additionally, literature’s predominant focus on EFL/ESL contexts highlights the need for more diverse, longitudinal, and mixed-method research. Overall, SETT emerges as a robust and flexible tool with strong potential to improve teacher discourse and foster more responsive, interaction-focused language teaching practices.

Anahtar Kelimeler

• SETT
• Teacher talk
• Interaction
• Self-evaluation
• Second/foreign language teaching

Kaynakça

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