English As a Foreign Language Learners’ and Their Teacher’s Feedback on Form Focused Instruction

Yıl 2021, , 84 - 97, 30.06.2021

Yunus Emre Akbana , Aysun Yavuz

https://doi.org/10.17244/eku.935475

Öz

The study employs a qualitative research methodology incorporating Form Focused Instructional Design (FFID) with 20 young adult university students of English and an EFL university teacher. The FFID was aided with the Ellis’ (1998, 2016) instructional stages of input, intake, output, feedback, and the stages were backed up with uptake as an addition. The study targets dwelling on the participants’ views towards FFID via learner and teacher journals and semi-structured interviews. Through an inductive content analysis, the triangulated findings indicated the benefits of FFID available both to the learners and the teacher. To list a few, FFID afforded opportunities for learners to make discoveries, engage with learning the language, promote learning and show other developments in affective, cognitive and professional dimensions. FFID also assisted the teacher to be motivated and get engaged within the process more actively. On the other hand, FFID raised limited negative issues such as the inhibitors to engage in tasks and lack of motivation and attention due to affective factors and conditions. However, these factors and conditions are identified as significantly important for the teacher to consider students’ achievement and development. Accordingly, the study concludes with several methodological and pedagogical implications to run FFID in EFL settings.

Anahtar Kelimeler

English language teaching, Focus on form, Form focused instruction, Learner journal, Teacher journal, Uptake

Yabancı Dil Olarak İngilizce Öğrenenlerin ve Öğretmenlerinin Yapı Odaklı Öğretime Dair Görüşleri

Öz

Çalışma, İngilizceyi yabancı dil olarak öğrenen 20 genç yetişkin üniversite öğrencisi ve öğretmenlerinin Yapı Odaklı Öğretim Tasarımı (YOÖT) ile ilgili görüşlerini içeren nitel bir araştırma desenine sahiptir. YOÖT, Ellis'in (1998, 2016) girdi, algılamalı girdi, çıktı ve geri bildirim öğretim aşamaları ile oluşturulmuştur ve bu aşamalara ek olarak edimsel çıkarım aşaması ile desteklenmiştir. Çalışma, katılımcıların öğrenci ve öğretmen günlükleri ve yarı yapılandırılmış görüşmeler yoluyla YOÖT’a yönelik görüşlerine odaklanmayı amaçlamaktadır. Tümevarımsal bir içerik analizi ile veri üçlemesi yapılmış bulgular, YOÖT’ın hem öğrenciler hem de öğretmen için faydalarını ortaya koymuştur. Bu faydalardan birkaçını listelemek gerekirse, YOÖT öğrencilere keşifler yapma, dil öğrenmek için çaba gösterme, öğrenmeyi teşvik etme ve duygusal, bilişsel ve mesleki boyutlarda diğer gelişmeleri gösterme fırsatlarını sağlamıştır. Ayrıca, YOÖT öğretmenin motive olmasına ve sürece daha aktif bir şekilde dahil olmasına yardımcı olmuştur. Öte yandan, uygulanan YOÖT ile aktivitelere dahil olmaya yönelik engeller, duygusal faktörler ve koşullar nedeniyle motivasyon ve dikkat eksikliği gibi bazı sınırlı sayıdaki olumsuz konuları gündeme getirmiştir. Bununla birlikte, öğretmenin öğrencilerin başarılarını ve gelişimlerini dikkate alması açısından bu faktörler ve koşulların ciddi derecede önemli olduğu vurgulanmıştır. Buna göre, çalışma İngilizcenin yabancı dil olarak öğretildiği ortamlarda YOÖT’ı kullanmak için çeşitli yöntemsel ve pedagojik öneriler ile sonuçlanmaktadır.

Anahtar Kelimeler

Edimsel çıkarım, Öğrenici günlüğü, Öğretmen günlüğü, İngiliz dili öğretimi, Yapıya odaklanma, Yapı odaklı öğretim

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