Lisans Öğrencilerinin Akademik Dil Olarak İngilizcede Yazar Tutukluğu: Nedenler, Başa Çıkma Stratejileri, İhtiyaçlar

Öz

Bu çalışma, yüksek öğretim bağlamında yazar tutukluğuna ışık tutmayı amaçlamaktadır ve 644 son sınıf İngiliz dili ve edebiyatı öğrencisinin İngilizce akademik metinler üretirken yaşadıkları yazar tutukluğuyla ilgili görüşlerinden yararlanmaktadır. Katılımcılardan veri toplamak için karma yöntemli bir anket tasarımı kullanılmıştır. Bulgular, yazar tutukluğunda hem iç hem de dış nedenlerin etkili olduğunu, öğrenciler tartışmacı-eleştirel ve açıklayıcı akademik metinler üretirken dış nedenlerin kısmen daha etkili olduğunu, yazma sürecinin ana taslağını oluşturma aşamasında ise yine dış nedenlerin etkili olduğunu ortaya koymuştur. Buna ek olarak, bulgular öğrencilerin yazar tutukluğuyla başa çıkmak için farklı kombinasyonlarda yazmaya devam etme ve yazmaktan kaçınma stratejilerini izlediklerini ve taslak oluşturma, planlama, akademik dil kullanımı, tutarlılık ve cümleler arası geçişler konusunda bilgi ve deneyimlerini genişletmeye ihtiyaç duyduklarını ortaya koymuştur. Son olarak da bulgular, yazar tutukluğunu aşmak için net talimatlara, örnek metinleri incelemeye ve öğretmenlerden gelen geri bildirimlere duyulan ihtiyacı göstermektedir. Bu bulguların ışığında, çeşitli pedagojik çıkarımlar önerilmektedir.

Anahtar Kelimeler

• Yazar tutukluğunun nedenleri
• başa çıkma stratejileri
• akademik dil olarak İngilizce
• İngiliz dili ve edebiyatı bölümleri
• öğrenci ihtiyaçları

Undergraduate Students’ Writer’s Block in English as an Academic Language: Causes, Coping Strategies Needs

Öz

This study aims to explore writer’s block in the tertiary education context and draws from 644 senior English language and literature students’ self-reports on producing academic texts in English. A mixed-methods survey design was used to collect data from the participants. Findings showed that both internal and external causes of writer’s block were at work, yet external causes were moderately more influential, while students produced argumentative-critical and expository essays and were influential in the drafting stage of the writing process. Findings also revealed that students pursued continue-to-write and avoid-writing strategies in different combinations to cope with writer’s block and needed to expand their knowledge and experience in drafting, planning, using academic language, coherence, and smooth transitions between sentences and paragraphs. Lastly, findings highlighted the need for clear instructions, studying sample texts, and feedback from teachers to overcome writer’s block. In light of these findings, several pedagogical implications were suggested.

Anahtar Kelimeler

• Causes of writer’s block
• coping strategies
• English as an academic language
• English language and literature departments
• students’ needs

Kaynakça

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