Awareness of Speaking Abilities in English over Four Years of Undergraduate Study

Yıl 2019, Cilt: 5 Sayı: 2, 139 - 156, 20.10.2019

Philip Glover

https://doi.org/10.31464/jlere.605911

Cited By: 1

Öz

ABSTRACT: This paper describes and discusses changes in language awareness during
undergraduate study for a group of language and literature students. The paper
uses qualitative, descriptive methods to analyse reports about the students’
speaking elicited at five points during their studies. The paper identifies
cognitive, affective and social aspects of how the students described their
language knowledge, abilities, learning targets and strategies. The
descriptions evolve from brief, general views of language and learning into
more detailed and focused viewpoints. The students notice more about their
language use and learning targets are described more fully and more clearly.
Their learning strategies move from inside to outside the classroom, activities
change from solitary and individual to social activities, and the students are
better able to describe their speaking through engagement with CEFR criteria.
Anxiety, experience, discourse for describing language and social learning
strategies are features of the changing awareness displayed by the students.

Keywords: language awareness; engagement with language; speaking skills.

Anahtar Kelimeler

language awareness; engagement with language; speaking skills.

Dört Yıllık Lisans Eğitimi Süresince İngilizce Konuşma Becerisi Farkındalığı

Öz

ÖZ: Bu makalenin konusu İngiliz Dili ve Edebiyatı (İDE)
öğrencilerinden oluşan bir grubun, lisans eğitimi süresince dil farkındalığındaki
değişikliklerdir. Makalede öğrencilerin eğitimi boyunca
beş farklı noktada konuşma becerileri ile ilgili öğrencilerden alınan raporları
incelemektedir. Raporda öğrencilerin dil bilgileri, becerileri, öğrenme
hedefleri ve stratejilerini bilişsel, duygusal ve sosyal açıdan ele alınmıştır.
Öğrencilerin dille ve öğrenme ile ilgili açıklamaları ilk başta kısa ve genel
iken daha sonra detaylı ve odaklı hale gelmiştir. Öğrenciler zaman geçtikçe
kullandıkları dil ve öğrenme hedefleri hakkında daha çok farkındalık elde
etmiş, bu konularda daha bütünlüklü ve açık betimlemelerde bulunmuşlardır.
Öğrenme stratejileri sınıftan dış dünyaya taşınmış, yaptıkları aktiviteler
yalnız yapılanlardan sosyal aktivitelere evrilmiş ve öğrenciler CEFR
kriterlerini kullanarak konuşma becerilerini açıklamak konusunda gelişme
göstermiştir. Öğrencilerde görülen farkındalık değişimi, endişe, deneyim, dili
betimleme söylemleri ve sosyal öğrenme stratejileri başlıkları altında
toplanmıştır.

Anahtar sözcükler: dil
farkındalığı, dil ilişkisi, bilişsel, duygusal, sosyal etkileşim, konuşma
becerisi.

Anahtar Kelimeler

dil farkındalığı, dil ilişkisi bilişsel dugusal sosyal etkileşim, konuşma becerisi

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