ELT Classroom Interaction in Turkey: A Systematic Review

Yıl 2022, , 203 - 216, 30.04.2022

Gizem Şimşek , Meral Çapar

https://doi.org/10.34056/aujef.994908

Öz

While there are studies of international scope on L2 classroom interaction, there is no review as of today within the Turkish context. The envisioned change in the national educational policy until 2023 with a special focus on foreign language education involves contextual specification and localization of language teaching, and thus creates a special need to take a closer look at what is happening inside the classroom on a country basis. For this reason, the present study looks at English language classroom interaction research in the Turkish context to find out the recent trends and developments in the area in terms of methodological choices and contexts of investigation. To do so, document review is adapted as a data collection technique. Search terms were selected as ‘classroom interaction’, ‘classroom interaction in Turkey’, ‘L2 classroom interaction’, ‘L2 classroom interaction in Turkey’, and ‘classroom interactional competence’. Studies were found using three databases and an index. After carefully applying the inclusion and exclusion criteria, 16 studies were chosen for the review and analyzed in terms of methodologies, research contexts, and findings. Results showed that in terms of methodology, studies were inclined to employ Conversation Analysis and they were conducted predominantly in a university setting with adolescent participants along with various subject areas. In line with these findings, the present review tries to shed light on the past and present state of English language classroom interaction research in Turkey and attempts to propose future directions as well.

Anahtar Kelimeler

Second language, English language teaching, classroom interaction, conversation analysis

Türkiyede İngilizce Öğretiminde Sınıf İçi Etkileşime Dair Sistematik İnceleme

Öz

Uluslararası kapsamda, ikinci dil öğretiminde sınıf içi etkileşime dair çalışmaları rapor eden incelemeler olmasına rağmen bugün itibariyle kendisini Türk bağlamına yerleştirecek bir inceleme bulunmamaktadır. 2023 yılı ulusal eğitim politikasında, yabancı dil eğitimine özel bir odaklanma ile öngörülen değişiklik, dil öğretiminin bağlamsal belirtimini ve lokalizasyonunu içerir ve böylece ülke düzeyinde sınıfta neler olup bittiğine daha yakından bakmak için bir ihtiyaç doğmuştur. Bu nedenle, bu çalışma, yöntem seçimleri ve araştırma bağlamları açısından alandaki son eğilimleri ve gelişmeleri bulmak için Türkiye bağlamında İngilizce sınıf etkileşimi araştırmasına bakmaktadır. Bu doğrultuda doküman incelemesi veri toplama tekniği olarak kullanıldı. Doküman incelemesi için iki veri tabanı ve bir index kullanıldı ve arama terimleri ‘sınıf etkileşimi’, ‘Türkiye'de sınıf etkileşimi’, ‘L2 sınıf etkileşimi’, ‘Türkiye'de L2 sınıf etkileşimi’ ve ‘sınıf etkileşimsel yeterlilik’olarak seçildi. Dahil etme ve dışlama kriterlerinin dikkatli bir şekilde uygulanmasından sonra, inceleme için 16 çalışma seçildi ve yöntemlerine, araştırma bağlamlarına ve odak noktalarına göre analiz edildi. Sonuçlar, eğilim açısından, konuşma analizi yöntemine ve üniversite ortamına ve genç öğrenci bağlamlarına yönelik çalışmaların birbirinden farklı ve farklı konu alanları ile birlikte olduğunu göstermiştir. Bu bulgular doğrultusunda, mevcut inceleme, Türkiye'deki İngilizce sınıf etkileşimi araştırmalarının geçmişine ve günümüze ışık tutmaya ve gelecekteki yönleri de önermeye çalışmaktadır.

Anahtar Kelimeler

İkinci dil öğretimi, İngiliz dili öğretimi, sınıf içi etkileşim, konuşma çözümlemesi

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