ÇOCUKLARIN İKİNCİ DİL KAZANİM SÜREÇLERİ: KAPSAMLI BİR LİTERATÜR TARAMASI

Yıl 2017, Cilt: 17 Sayı: 3, 1485 - 1509, 19.09.2017

Şeyda Deniz Tarım

https://doi.org/10.17240/aibuefd.2017.17.31178-338841

Öz

Bu çalışma bir derleme çalışması olup
çocukların ikinci dil kazanım süreçlerinin incelendiği çalışmaları kapsamlı bir
şekilde ele almaktadır. İkinci
dil öğrenme ortamlarında etkileşimsel sınıf ekolojisinin yapısı, öğretmen ve
çocukların birbirleriyle etkileşimlerde günlük olağan diyalogları anlamlandırma
rutinleri ve ikinci dili öğrenen çocuklar için bu sınıf ortamlarındaki informal
öğrenme fırsatları (öğrenmeyi kolaylaştırıcı aracılar) çalışmanın odaklanacağı
başlıca konulardır. Çocukların ikinci dil kazanım
süreçlerinin sınıf ortamında günlük etkileşimleri çerçevesinde
yapılandırılmasının önemine dikkat çeken çalışmaların incelenmesinin dil
öğrenim sürecinin nasıl desteklenebileceğine dair ebeveynlere, öğretmenlere ve
okul yöneticilerine yön vereceği hedeflenmektedir.

Anahtar Kelimeler

İkinci dil kazanımı, akran etkileşimleri, öğrenen bakış açısı, sosyalleşme

Kaynakça

• Antaki, C., & Widdicombe, S. (Eds.). (1998). Identities in talk. London: Sage.
• Aronsson, K. (1998). Identity-in-interaction and social choreography. Research on Language and Social Interaction, 31, 75-89.
• Bannink, A. (2002). Negotiating the paradoxes of spontaneous talk in advanced L2 classes. In C. Kramsch (Ed.), Language acquisition and language socialization, (pp. 267-288). London: Continuum.
• Björk-Willén, P. (2006). Multilingual preschool routines and interactional trouble: How preschool children participate in multilingual education. (Article manuscript).
• Blum-Kulka, S., Huck-Taglicht, D., & Avni, H. (2004). The social and discursive spectrum of peer talk. Discourse Studies, 6, 307-328.
• Boxer, D. (2004). Studying speaking to inform second language learning. A conceptual overview. In D. Boxer & A. D. Cohen (Eds.), Studying speaking to inform second language learning (pp. 3-24). Clevedon: Multilingual Matters.
• Breen, M. (2001). Overt participation and covert acquisition in the language classroom. In M. Breen (Ed.), Learner contributions to language learning (pp. 112-140). Longman: Pearson Education.
• Broner, M., & Tarone, E. (2001). Is it fun? Language play in a fifth-grade Spanish immersion classroom. Modern Language Journal 85, 363-379.
• Carroll, D. (2000). Precision timing in novice-to-novice L2 conversations. Issues in Applied Linguistics, 11, 67-110.
• Cekaite, A. (2007). A child’s development of interactional competence in a Swedish L2 classroom. The Modern Language Journal. 91(1), 45-62.
• Cook, G. (1997). Language play, language learning. English Language Teaching Journal, 51, 224-231.
• Cook, M. (1999). Language socialization in Japanese elementary schools: Attentive listening and reaction turns. Journal of Pragmatics, 31, 1443-1465.
• Cromdal, J. (2001). Can I be with?: Negotiating play entry in a bilingual school. Journal of Pragmatics, 33, 515-543.
• Cromdal, J. (2004). Building bilingual oppositions: Code-switching in children’s disputes. Language in Society, 33, 33-58.
• Cromdal, J., & Aronsson, K. (2000). Footing in bilingual play. Journal of Sociolinguistics, 4, 435-457.
• de Leon, L. (2000). The emergent participant: Interactive patterns in the socialization of Tzotlzil (Mayan) infants. Journal of Linguistic Anthropology, 8, 131-161.
• Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex.
• Duff, P. A. (2000). Repetition in foreign language classroom interaction. In J. K. Hall & L. S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 109-138). Mahwah: Lawrence Erlbaum.
• Duff, P. A. (2011). Second Language Socialization. In A. Duranti, E. Ochs, & B. B. Shieffelin (Eds.), The Handbook of Language Socialization (ss. 564-586). Blackwell Publishing.
• Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
• Ervin-Tripp, S. (1986). Activity structure as scaffolding for children’s second language learning. In J. Cook-Gumperz, W. Corsaro & J. Streeck (Eds.), Children’s worlds and children’s language (pp. 325-357). Amsterdam: Mouton de Gruyter.
• Evaldsson, A-C. (2004). Shifting moral stances: Morality and gender in same-sex and cross-sex game interaction. Research on Language and Social Interaction, 37, 331-363.
• Evaldsson, A-C. (2005). Staging insults and mobilizing categorizations in a multiethnic peer group. Discourse in Society, 16, 763-786.
• Evaldsson, A. C. (2007). Accounting for friendship: Moral ordering and category membership in preadolescent girls’ relational talk. Research on Language and Social Interaction, 40 (4), 377-404.
• Evaldsson, A. C. & Cekaite, A. (2010). Subverting and reproducing institutionalized norms for language use in multilingual peer groups. Pragmatics, 20(4).
• Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 285- 300.
• García-Sánchez, I. M. (2010). “Serious Games: Code-switching and Identity in Moroccan Immigrant Girls’ Pretend Play.” Pragmatics 20(4), 523-555.
• Garrett, P., & Baquedano-Lopez, P. (2002). Language socialization: Reproduction and continuity, transformation and change. Annual Review of Anthropology, 31, 339-61.
• Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
• Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16, 283-302.
• Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489-1522.
• Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among black children. Bloomington: Indiana University Press.
• Goodwin, M. H., & Goodwin, C. (2000). Emotion within situated activity. In N. Budwig, I. C. Uzgiris & J. V. Wertsch (Eds.), Communication: An arena of development (pp. 33-53). Stamford: Ablex Publishing.
• Goodwin, M. H. & Kyratzis, A. (2007). Children socializing children: Practices for negotiating the social order among peers. Research on Language and Social Interaction, 40 (4), 1-11.
• Goodwin, M. H. & Kyratzis, A. (2011). Peer Language Socialization. In A. Duranti, E. Ochs, & B. B. Shieffelin (Eds.), The Handbook of Language Socialization (pp. 564-586). Blackwell Publishing.
• Gullberg, M. (1998). Gesture as a communication strategy in second language discourse. Lund, Sweden: Lund University Press. (Unpublished Ph.D.diss.).
• Hall, J. K. (1998). Differential teacher attention to student utterances: The construction of different opportunities for learning in the IRF. Linguistics and Education, 9, 287-311.
• Hall, J. K., & Walsh, M. (2002). Teacher-student interaction and language learning. Annual Review of Applied Linguistics, 22, 186-203.
• Hall, J. K., & Verplaetse, L. S. (Eds.). (2000). Second and foreign language learning through classroom interaction. Mahwah, NJ: Lawrence Erlbaum.
• Hatch, E. (1978). Discourse analysis and second language acquisition. In E. Hatch (Ed.), Second language acquisition. A book of readings (pp. 402-435). Rowley: Newbury House Publishers.
• Hawkins, M. (2005). Becoming a student: Identity work and academic literacies in early schooling. TESOL Quarterly, 39, 59-82.
• He, A. W. (2000). The grammatical and interactional organization of teacher’s directives: Implications for socialization of Chinese American children. Linguistics and Education, 11, 119-140.
• Heritage, J. (1984). Garfinkel and ethnometodology. Worcester: Polity Press.
• Itoh, H. & Hatch, E. (1978). Second language acquisition. A case study. In E. Hatch (Ed.), Second language acquisition. A book of readings (pp.76-88). Rowley: Newburry House.
• Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467-1492.
• Kasper, G. (2004). Participant orientations in German conversations-for-learning. Modern Language Journal, 88, 551-567.
• Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. A supplement to Language Learning. Volume 52, supplement 1.
• Kramsch, C. (2002). Introduction. In C. Kramsch (Ed.), Language acquisition and language socialization (pp. 1-30). London: Continuum.
• Kramsch, C., & Sullivan, P. (1996). Appropriate pedagogy. English Language Teaching Journal, 50, 199-113.
• Kurhila, S. (2004). Clients or language learners – being a second language speaker in institutional interaction. In R. Gardner & J. Wagner (Eds.), Second language conversations (pp. 58-74). London: Continuum.
• Kyratzis, A. (2004). Talk and interaction among children and the co-construction of peer groups and peer culture. Annual Review of Anthropology, 33, 625-649.
• Kyratzis, A. (2010) Latina girls’ peer play interactions in a bilingual Spanish – English U.S. preschool: Heteroglossia, frame - shifting, and language ideology. Pragmatics 20 (4), 557 – 586.
• Kyratzis, A. & Tarim, Ş. D. (2010). Using directives to construct egalitarian or hierarchical social organization: Turkish middle-class preschool girls’ socialization about gender, affect, and context in peer group conversations. First Language, 30 (3), 473-492. Doi: 10.1177/0142723710370547
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
• Markee, N. (2000). Conversation analysis. Mahwah, NY: Erlbaum.
• Markee, N. (2004). Zones of interactional transition in ESL classes. Modern Language Journal, 88, 583-596.
• Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. Modern Language Journal, 88, 491-500.
• McCafferty, S. G. (2002). Gesture and creating zones of proximal development for second language learning. Modern Language Journal, 86, 192-203.
• Mondada, L., & Pekarek Doehler, S. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. Modern Language Journal, 88, 501-518.
• Mori, J. (2002). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics, 23, 323-347.
• Mori, J. (2004). Negotiating sequential boundaries and learning opportunities: A case from a Japanese language classroom. Modern Language Journal, 88, 563-550.
• Ochs, E. (1988). Culture and language development: Language acquisition and language socialization in a Samoan village. Cambridge: Cambridge University Press.
• Ochs, E. (1996). Linguistic resources for socializing humanity. In J. Gumperz & S. Levinson (Eds.), Rethinking linguistic relativity (pp. 407-437). Cambridge: Cambridge University Press.
• Ohta, A. (1999). Interactional routines and the socialization of interactional style in adult learners of Japanese. Journal of Pragmatics, 31, 1493-1512.
• Ohta, A. (2001). Second language acquisition processes in the classroom. Mahwah, NJ: Lawrence Erlbaum.
• Olcay, S., & Seedhouse, P. (2011). Introduction: Conversation analysis in applied linguistics. Novitas-ROYAL (Research on Youth and Language), 5 (1), 1-14.
• Olmedo, I. M. (2003). Language mediation among emergent bilingual children. Linguistics and Education, 14, 143-162.
• Olsher, D. (2004). Talk and gesture: The embodied completion of sequential actions in spoken interaction. In R. Gardner & J. Wagner (Eds.), Second language conversations (pp. 221-245). London: Continuum.
• Pallotti, G. (1996). Towards an ecology of second language acquisition: SLA as a socialization process. In E. Kellerman, B. Weltens, T. Bongaerts (Eds.), Proceedings of Eurosla 6.
• Pallotti, G. (2001). External appropriations as a strategy for participating in intercultural multi-party conversations. In A. Di Luzio, S. Günthner & F. Orletti (Eds.), Culture in communication (pp. 295-334). Amsterdam: Benjamins.
• Peters, A. M., & Boggs, S. T. (1986). Interactional routines as cultural influences upon language acquisition. In B. Schieffelin & E. Ochs (Eds.), Language socialization across cultures (pp. 80-96). New York: Cambridge University Press.
• Platt, E., & Troudi, S. (1997). Mary and her teachers: A Grebo-speaking child’s place in the mainstream classroom. Modern Language Journal, 81, 28-49.
• Poole, D. (1992). Language socialization in the second language classroom. Language Learning, 42, 593-616.
• Rampton, B. (1995). Crossing: Language and ethnicity among adolescents. London: Longman.
• Rampton, B. (2002). Ritual and foreign language practices at school. Language in Society, 31, 491-525.
• Roberts, C. (2001). Language acquisition or language socialization in and through discourse. In C. N. Candlin & N. Mercer (Eds.), English language teaching in its social context (pp. 108-121). London: Routledge.
• Rydland, V., & Aukrust, V. G. (2005). Lexical repetition in second language learners’ peer play interaction. Language Learning, 55, 229-274.
• Sahlström, F. (1999). Up the hill backwards: On interactional constraints and affordances for Equity-constitution in the classrooms of the Swedish comprehensive school. Uppsala University: Acta Universitatis Upsaliensis, 85 (Unpublished Ph.D. Diss.).
• Saville-Troike, M. (2006). Introducing Second Lan­guage Acquisiton. Cambridge: Cambridge Uni­versity Press.
• Saville-Troike, M., & Kleifgen, J. (1986). Scripts for school: Cross-cultural communication in elementary classrooms. Text, 6, 207-221.
• Schieffelin, B., & Ochs, E. (Eds.). (1986). Language socialization across cultures. Cambridge: Cambridge University Press.
• Schieffelin, B., & Ochs, E. (1996). The microgenesis of competence: Methodology in language socialization. In D. J. Slobin, J. Gerhardt, A. Kyratzis & J. Guo (Eds.), Social interaction, social context, and language (pp. 251-263). Mahwah, NJ: Lawrence Erlbaum.
• Scollon, R. & Levine, P. (2004). “Multimodal Discourse Analysis as the Confluence of Discourse and Technology”. In P. LeVine and R. Scollon (Eds.) Discourse and Technology: Multimodal Discourse Analysis (pp. 1-6). Washington: Georgetown University Press.1-6.
• Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, Mass: Blackwell.
• Seedhouse, P. (2005). Conversation Analysis and language learning. Language Teaching. 38(4), 165-187.
• Seedhouse, P. (2008). Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers. Chapter in Garton, S. & Richards, K. (Eds.) Professional Encounters in TESOL (pp. 42-57) Basingstoke: Palgrave Macmillan.
• Seedhouse, P. (2011). Conversation Analytic Research into Language Teaching and Learning. In Hinkel, E. (Ed.) The Handbook of Research in Second Language Teaching and Learning, Volume II (pp. 345-363). Routledge.
• Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171- 185.
• Tarım, Ş. D. (2011). Turkish Immigrant Children’s Code-Switching Practices: Constructing Language Ideologies and Identities in Interaction. Unpublished Dissertation. University of California, Santa Barbara.
• Tarım, Ş. D. (2014). Okul Öncesi Dönem Çocuklarında İkinci Dil Kazanımı (Second Language Learning in Early Childhood). In F. Turan & A. Yıldız (Eds.). Development in Early Childhood. Ankara: Hedef Publishing. ISBN:978-605-64295-3-8.
• Tarım, Ş. D. (2016). Learning Gender Subjectivities through Peer Language Socialization Practices in Pretend Play: The case study of a trilingual child in a Turkish preschool. International Journal of Educational Sciences, 8 (2), 23-35.
• Tarım, Ş. D. & Kyratzis, A. (2012). Challenging and Orienting to Monolingual Social Norms in Turkish American Children's Peer Disputes and Classroom Negotiations at a US Turkish Saturday School in Susan D. & Maryanne T. (Eds.) Disputes in Everyday Life: Social and Moral Orders of Children and Young People (Eds.). Emerald. ISBN:978-1-78052-876-2
• Tholander, M., & Aronsson, K. (2003). Doing subteaching in school group work: Positionings, resistance and participation frameworks. Language and Education, 17, 208-234.
• Toohey, K. (1998). ‘Breaking them up; taking them away’: ESL students in grade 1. TESOL Quarterly, 32, 61-84.
• Toohey, K. (2001). Disputes in child L2 learning. TESOL Quarterly, 35, 257-278.
• van Dam, J. (2002a). Ritual, face, and play in a first English lesson: Bootstrapping a classroom culture. In C. Kramsch (Ed.), Language acquisition and language socialization (pp. 237-265). London: Continuum Press.
• van Dam, J. (2002b). Language acquisition behind the scenes. Collusion and play in educational settings. In J. Leather & J. van Dam (Eds.), Ecology of language acquisition (pp. 203-221). Dordrecht: Kluwer Academic Publishers.
• Watson-Gegeo, K. A. (2004). Mind, language and epistemology: Toward a language socialization paradigm for SLA. Modern Language Journal, 88, 331-350.
• Wong Fillmore, L. (1991). Second-language learning in children: a model of language learning in social context. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 49-69). Cambridge: Cambridge University Press.