Teachers’ Stimulated Recall Reflections on their Negotiation of Meaning Strategies

Yıl 2025, Cilt: 9 Sayı: 2, 106 - 124, 29.12.2025

İrem Arıcan Yiğit , Nuray Alagözlü

https://doi.org/10.51726/jlr.1711897

Öz

Classroom interaction is a challenging yet crucial part of language teaching, where teachers play a critical role in successful learning. Teachers' awareness of interaction strategies, such as negotiation of meaning strategies, including when and how to implement them, significantly affects learning outcomes, and reflective practices like stimulated recall interviews (SRIs) can effectively develop their awareness. Thus, the research aims to find out the EFL teachers' negotiation of meaning strategy (NfM) use reflected in stimulated recall interviews (SRIs) and the effect of awareness-raising activity on the negotiation of meaning strategies on teacher's reflections. The research participants are two in-service EFL teachers working at a private university in Türkiye. This research uses a mixed-method explanatory sequential design in a quasi-experimental framework. Teachers completed two SRIs, and between the interviews, they participated in an awareness-raising activity where they were informed about NfM strategies. In the light of qualitative and quantitative analysis, it is revealed that after the awareness-raising activity, the number and the type of NfM strategies increased. Furthermore, it was found that teachers demonstrated initiation in starting reflections and took more deliberate actions in the strategy choices. It could be stressed that teachers' reflections, as in SRIs, serve as a valuable tool for professional development opportunities to think, reflect, and improve their teaching, helping learners' language learning. These findings suggest that such awareness-raising activities positively impact teachers' professional development, classroom interaction, and, ultimately, student learning experiences.

Anahtar Kelimeler

negotiation of meaning , stimulated recall interview , classroom interaction , awareness-raising activity , teacher reflection

Öğretmenlerin Anlam Söyleşmesi Stratejileri Üzerine Uyarılmış Hatırlama Yansımaları

Öz

Sınıf içi etkileşim, dil öğretiminin zorlu fakat hayati bir parçasıdır ve öğretmenler başarılı öğrenme sürecinde kritik bir rol oynar. Öğretmenlerin, ne zaman ve nasıl uygulanacağını bilmeleri gereken anlam söyleşmesi stratejileri gibi etkileşim stratejilerinin farkında olmalarının, öğrenme çıktıları üzerinde önemli bir etkisi vardır. Uyarılmış hatırlama görüşmeleri gibi yansıtıcı uygulamalar, bu farkındalığı geliştirmede etkili olabilir. Bu nedenle bu araştırma, uyarılmış hatırlama görüşmeleri aracılığıyla İngilizceyi yabancı dil olarak öğreten öğretmenlerin anlam söyleşmesi stratejilerini nasıl kullandıklarını ve bu stratejilerle ilgili farkındalık kazandırıcı bir etkinliğin öğretmen yansımalarına etkisini ortaya koymayı amaçlamaktadır. Katılımcılar, Türkiye’deki özel bir üniversitede çalışan iki hizmet içi İngilizce öğretmenidir. Araştırmada, yarı deneysel bir çerçevede açıklayıcı sıralı karma yöntem deseni kullanılmıştır. Öğretmenler iki uyarılmış hatırlama görüşmesi oturumuna katılmış, bu görüşmeler arasında ise anlam söyleşmesi stratejileri hakkında bilgilendirildikleri bir farkındalık kazandırıcı etkinliğe katılmışlardır. Nitel ve nicel analizler ışığında, farkındalık kazandırıcı etkinlik sonrası anlam söyleşmesi stratejilerinin sayısında ve türünde artış gözlemlenmiştir. Ayrıca öğretmenlerin yansıtmalara başlama konusunda inisiyatif gösterdiği ve strateji seçimlerinde daha bilinçli hareket ettikleri tespit edilmiştir. Uyarılmış hatırlama görüşmesi gibi öğretmen yansımalarının, öğretmenlerin düşünmelerine, yansıtmalarına ve öğretimlerini geliştirmelerine olanak tanıyarak öğrencilerin dil öğrenimine yardımcı olan mesleki gelişim fırsatları sunduğu çıkarımı yapılabilir. Bu bulgular, bu tür farkındalık kazandırıcı etkinliklerin öğretmenlerin mesleki gelişimleri, sınıf içi etkileşimleri ve nihayetinde öğrenci öğrenme deneyimleri üzerinde olumlu etkiler yarattığını göstermektedir.

Anahtar Kelimeler

anlam söyleşmesi , uyarılmış hatırlama görüşmesi , sınıf içi etkileşim , farkındalık kazandırıcı etkinlik , öğretmen yansımaları

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