Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Sayı: 27, 182 - 207, 31.07.2021

Öz

Kaynakça

  • Aksoy, K. (2018). An investigation into collaborative behaviours in task-based foreign language peer interactions [Unpublished doctoral dissertation]. Hacettepe University.
  • Antón, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54(3), 314-342. https://doi.org/10.3138/cmlr.54.3.314
  • Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32(2), 165-183. https://doi.org/10.1016/j.system.2003.11.006
  • Blum-Kulka, S., & Snow, C.E. (2004). Introduction: The potential of peer talk. Discourse Studies, 6(3), 291-306. https://doi.org/10.1177/1461445604044290
  • 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). Ablex.
  • Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R.R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 147-181). Newbury House.
  • Duran, D., Kurhila, S., & Sert, O. (2019). Word search sequences in teacher-student interaction in an English as medium of instruction context. International Journal of Bilingual Education and Bilingualism, 1-20. https://doi.org/10.1080/13670050.2019.1703896
  • Ellis, R. (2003). Task based language learning and teaching. Oxford University Press.
  • Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
  • Ellis, R. (2012). Language teaching research and pedagogy. Wiley-Blackwell.
  • Erten, İ. H., & Altay, M. (2009). The effects of task-based group activities on students' collaborative behaviours in EFL speaking classes. Journal of Theory & Practice in Education (JTPE), 5(1), 33-52.
  • Fernández Dobao, A. (2016). Peer interaction and learning: A focus on the silent learner. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 33-61). John Benjamins.
  • Foster, P., & Ohta, A. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402–430. https://doi.org/10.1093/applin/ami014
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • García Mayo, M. P., & Azkarai, A. (2016). Does task modality impact on language-related episodes? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 63-90). John Benjamins.
  • Gillies, R. M. (2006). Teachers’ and students’ verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology, 76(2), 271-287. https://doi.org/10.1348/000709905X52337
  • Glaser & Strauss (1967). The discovery of grounded theory strategies for qualitative research. Aldine Transaction.
  • Gonulal, T. & Loewen, S. (2018). Scaffolding Technique. In J. I. Liontas, T. International Association & M. DelliCarpini (Eds.), The TESOL Encyclopaedia of English Language Teaching (pp. 1-5). Wiley Blackwell. https://doi.org/10.1002/9781118784235.eelt0180
  • Jackson, D. O. (2001). Language-related episodes. ELT Journal, 55(3), 298–299. https://doi.org/10.1093/elt/55.3.298
  • Jefferson, G. (2004). Glossary of transcript symbols with an Introduction. In G. H. Lerner (Ed.) Conversation Analysis: Studies from the first generation (pp. 13-23). John Benjamins.
  • Johnson, D.W., & Johnson, R.T. (2001). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp.1017–1044). Lawrence Erlbaum Associates, Inc.
  • Kos, T. (2013). Peer interactions in mixed-age EFL secondary school classrooms [Unpublished doctoral dissertation]. Lancaster University.
  • Lantolf, J P. (2011). The sociocultural approach to second language acquisition. Sociocultural theory, second language acquisition and L2 development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 24-47). Routledge.
  • Lantolf, J. P. (2012). Sociocultural theory: A dialectical approach to L2 research. In S. M. Gass & A. Mackey (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 57–72). Taylor & Francis.
  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Leeser, M. J. (2007). Learner-based factors in L2 reading comprehension and processing grammatical form: Topic familiarity and working memory. Language Learning, 57(2), 229–270.
  • Lerner, G. (1996). “On the “Semi-Permeable” Character of Grammatical Units in Conversation: Conditional Entry into the Turn Space of Another Speaker.” In E. Ochs, E. A. Schegloff, & S. A. Thompson (Eds.), Interaction and Grammar (238–276). Cambridge University Press.
  • Li, E.C., Williams, S. E. & Volpe, A. D. (1995). The effects of topic and listener familiarity on discourse variables in procedural and narrative discourse tasks. Journal of Communication Disorders, 28(1), 39–55.
  • Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137–168. https://doi.org/10.1558/japl.2004.1.2.137
  • Mercer, N. (2010). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80, 1–14.
  • Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6, 93-121.
  • Ohta, A. S. (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (Eds.), Sociocultural Theory and Second Language Learning (pp. 51-78). Oxford University Press.
  • Ohta, A. S. (2001). Peer interactive tasks and assisted performance in classroom language learning. In A.S. Ohta (Ed.), Second language acquisition processes in the classroom: Learning Japanese, (pp. 73-128). Lawrence Erlbaum.
  • Phakiti, A. (2014). Experimental research methods in language learning. Bloomsbury.
  • Philp, J. (2016). Epilogue: New pathways in researching interaction. In M. Sato & S. Ballinger (Eds.), Peer Interaction and Second Language Learning: Pedagogical potential and research agenda. (pp. 377-396). John Benjamins.
  • Philp, J. & Adams, R. & Iwashita, N. (2014). Peer interaction and second language learning. Routledge.
  • Ross-Feldman, L. (2007). Interaction in the L2 classroom: Does gender influence learning opportunities? In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 52–77). Oxford University Press.
  • Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. Modern Language Journal, 97(3). https://doi.org/10.1111/j.1540-4781.2013.12035.x
  • Sato, M. & Ballinger, S. (Eds.) (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. John Benjamins.
  • Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17, 95-114.
  • Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288.
  • Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, 17, 31–48. doi:10.1177/1362168812457530
  • Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.
  • Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum. https://doi.org/10. 5040/9781474212113.ch-004
  • Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320–337.
  • Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Longman.
  • Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37,285–304.
  • Tan Bee, T. (2003). Creativity, diversity and originality of ideas in divergent group discussion tasks: The role of repetition and addition in discovering 'new significant', or 'original' ideas and knowledge. Language and Education, 17(4), 241-265. https://doi.org/10.1080/09500780308666851
  • van Compernolle, R.A. (2015). Interaction and second language development: A Vygotskian perspective. John Benjamins.
  • Zeng, G., & Takatsuka, S. (2009). Text-based peer-peer collaborative dialogue in a computer-mediated learning environment in the EFL context. System, 37(3), 434–446. https://doi.org/10.1016/j.system.2009.01.003

Collaborative Action Pursuits within EFL Task-Based Peer Interactions

Yıl 2021, Sayı: 27, 182 - 207, 31.07.2021

Öz

This study aimed to unveil collaborative actions in EFL task-based peer interactions. Collaboration in peer interaction has been mainly investigated by analysing language-related episodes (LREs). Assuming that an etic coding would limit the understanding of collaborative actions, a qualitative analysis of learner interactions, particularly sociocultural discourse analysis, was adopted for this study. The data include 11 hours of peer interactions collected from a speaking club designed as an extracurricular activity. The participants were 15 adult learners enrolled at a language school of a Turkish state university and they were informed to have B1+ proficiency level. The learners were grouped into three groups and assigned to complete two language tasks: divergent and convergent tasks in L2. The interactions were recorded, and by employing the constant comparative method, all the collaborative actions were identified in the data. Two broad categories of collaborative actions emerged; language-related and task-related, each of which has different subcategories. In this paper, the language-related collaborative actions, which are eight in total, are defined and exemplified with extracts from the data. The results present implications for the inclusion of peer interaction activities, especially in EFL contexts where learners have limited opportunities in participating in L2 interaction.

Kaynakça

  • Aksoy, K. (2018). An investigation into collaborative behaviours in task-based foreign language peer interactions [Unpublished doctoral dissertation]. Hacettepe University.
  • Antón, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54(3), 314-342. https://doi.org/10.3138/cmlr.54.3.314
  • Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32(2), 165-183. https://doi.org/10.1016/j.system.2003.11.006
  • Blum-Kulka, S., & Snow, C.E. (2004). Introduction: The potential of peer talk. Discourse Studies, 6(3), 291-306. https://doi.org/10.1177/1461445604044290
  • 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). Ablex.
  • Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R.R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 147-181). Newbury House.
  • Duran, D., Kurhila, S., & Sert, O. (2019). Word search sequences in teacher-student interaction in an English as medium of instruction context. International Journal of Bilingual Education and Bilingualism, 1-20. https://doi.org/10.1080/13670050.2019.1703896
  • Ellis, R. (2003). Task based language learning and teaching. Oxford University Press.
  • Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
  • Ellis, R. (2012). Language teaching research and pedagogy. Wiley-Blackwell.
  • Erten, İ. H., & Altay, M. (2009). The effects of task-based group activities on students' collaborative behaviours in EFL speaking classes. Journal of Theory & Practice in Education (JTPE), 5(1), 33-52.
  • Fernández Dobao, A. (2016). Peer interaction and learning: A focus on the silent learner. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 33-61). John Benjamins.
  • Foster, P., & Ohta, A. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402–430. https://doi.org/10.1093/applin/ami014
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • García Mayo, M. P., & Azkarai, A. (2016). Does task modality impact on language-related episodes? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 63-90). John Benjamins.
  • Gillies, R. M. (2006). Teachers’ and students’ verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology, 76(2), 271-287. https://doi.org/10.1348/000709905X52337
  • Glaser & Strauss (1967). The discovery of grounded theory strategies for qualitative research. Aldine Transaction.
  • Gonulal, T. & Loewen, S. (2018). Scaffolding Technique. In J. I. Liontas, T. International Association & M. DelliCarpini (Eds.), The TESOL Encyclopaedia of English Language Teaching (pp. 1-5). Wiley Blackwell. https://doi.org/10.1002/9781118784235.eelt0180
  • Jackson, D. O. (2001). Language-related episodes. ELT Journal, 55(3), 298–299. https://doi.org/10.1093/elt/55.3.298
  • Jefferson, G. (2004). Glossary of transcript symbols with an Introduction. In G. H. Lerner (Ed.) Conversation Analysis: Studies from the first generation (pp. 13-23). John Benjamins.
  • Johnson, D.W., & Johnson, R.T. (2001). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp.1017–1044). Lawrence Erlbaum Associates, Inc.
  • Kos, T. (2013). Peer interactions in mixed-age EFL secondary school classrooms [Unpublished doctoral dissertation]. Lancaster University.
  • Lantolf, J P. (2011). The sociocultural approach to second language acquisition. Sociocultural theory, second language acquisition and L2 development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 24-47). Routledge.
  • Lantolf, J. P. (2012). Sociocultural theory: A dialectical approach to L2 research. In S. M. Gass & A. Mackey (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 57–72). Taylor & Francis.
  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Leeser, M. J. (2007). Learner-based factors in L2 reading comprehension and processing grammatical form: Topic familiarity and working memory. Language Learning, 57(2), 229–270.
  • Lerner, G. (1996). “On the “Semi-Permeable” Character of Grammatical Units in Conversation: Conditional Entry into the Turn Space of Another Speaker.” In E. Ochs, E. A. Schegloff, & S. A. Thompson (Eds.), Interaction and Grammar (238–276). Cambridge University Press.
  • Li, E.C., Williams, S. E. & Volpe, A. D. (1995). The effects of topic and listener familiarity on discourse variables in procedural and narrative discourse tasks. Journal of Communication Disorders, 28(1), 39–55.
  • Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137–168. https://doi.org/10.1558/japl.2004.1.2.137
  • Mercer, N. (2010). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80, 1–14.
  • Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6, 93-121.
  • Ohta, A. S. (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (Eds.), Sociocultural Theory and Second Language Learning (pp. 51-78). Oxford University Press.
  • Ohta, A. S. (2001). Peer interactive tasks and assisted performance in classroom language learning. In A.S. Ohta (Ed.), Second language acquisition processes in the classroom: Learning Japanese, (pp. 73-128). Lawrence Erlbaum.
  • Phakiti, A. (2014). Experimental research methods in language learning. Bloomsbury.
  • Philp, J. (2016). Epilogue: New pathways in researching interaction. In M. Sato & S. Ballinger (Eds.), Peer Interaction and Second Language Learning: Pedagogical potential and research agenda. (pp. 377-396). John Benjamins.
  • Philp, J. & Adams, R. & Iwashita, N. (2014). Peer interaction and second language learning. Routledge.
  • Ross-Feldman, L. (2007). Interaction in the L2 classroom: Does gender influence learning opportunities? In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 52–77). Oxford University Press.
  • Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. Modern Language Journal, 97(3). https://doi.org/10.1111/j.1540-4781.2013.12035.x
  • Sato, M. & Ballinger, S. (Eds.) (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. John Benjamins.
  • Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17, 95-114.
  • Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288.
  • Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, 17, 31–48. doi:10.1177/1362168812457530
  • Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.
  • Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum. https://doi.org/10. 5040/9781474212113.ch-004
  • Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320–337.
  • Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Longman.
  • Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37,285–304.
  • Tan Bee, T. (2003). Creativity, diversity and originality of ideas in divergent group discussion tasks: The role of repetition and addition in discovering 'new significant', or 'original' ideas and knowledge. Language and Education, 17(4), 241-265. https://doi.org/10.1080/09500780308666851
  • van Compernolle, R.A. (2015). Interaction and second language development: A Vygotskian perspective. John Benjamins.
  • Zeng, G., & Takatsuka, S. (2009). Text-based peer-peer collaborative dialogue in a computer-mediated learning environment in the EFL context. System, 37(3), 434–446. https://doi.org/10.1016/j.system.2009.01.003
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Kadriye Aksoy-pekacar

İsmail Hakkı Erten

Yayımlanma Tarihi 31 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 27

Kaynak Göster

APA Aksoy-pekacar, K., & Erten, İ. H. (2021). Collaborative Action Pursuits within EFL Task-Based Peer Interactions. Eğitimde Nitel Araştırmalar Dergisi(27), 182-207.
AMA Aksoy-pekacar K, Erten İH. Collaborative Action Pursuits within EFL Task-Based Peer Interactions. Derginin Amacı ve Kapsamı. Temmuz 2021;(27):182-207.
Chicago Aksoy-pekacar, Kadriye, ve İsmail Hakkı Erten. “Collaborative Action Pursuits Within EFL Task-Based Peer Interactions”. Eğitimde Nitel Araştırmalar Dergisi, sy. 27 (Temmuz 2021): 182-207.
EndNote Aksoy-pekacar K, Erten İH (01 Temmuz 2021) Collaborative Action Pursuits within EFL Task-Based Peer Interactions. Eğitimde Nitel Araştırmalar Dergisi 27 182–207.
IEEE K. Aksoy-pekacar ve İ. H. Erten, “Collaborative Action Pursuits within EFL Task-Based Peer Interactions”, Derginin Amacı ve Kapsamı, sy. 27, ss. 182–207, Temmuz 2021.
ISNAD Aksoy-pekacar, Kadriye - Erten, İsmail Hakkı. “Collaborative Action Pursuits Within EFL Task-Based Peer Interactions”. Eğitimde Nitel Araştırmalar Dergisi 27 (Temmuz 2021), 182-207.
JAMA Aksoy-pekacar K, Erten İH. Collaborative Action Pursuits within EFL Task-Based Peer Interactions. Derginin Amacı ve Kapsamı. 2021;:182–207.
MLA Aksoy-pekacar, Kadriye ve İsmail Hakkı Erten. “Collaborative Action Pursuits Within EFL Task-Based Peer Interactions”. Eğitimde Nitel Araştırmalar Dergisi, sy. 27, 2021, ss. 182-07.
Vancouver Aksoy-pekacar K, Erten İH. Collaborative Action Pursuits within EFL Task-Based Peer Interactions. Derginin Amacı ve Kapsamı. 2021(27):182-207.