Yabancı Dil Öğretmenlerinin Soru Türleri ve Pedagojik Hedefler Konusunda Farkındalığını Arttırmak: Mikro Bağlamlara Göre Analiz

Abstract

Soru sorma sınıf etkileşimi sırasında öğretmenler tarafından en sık kullanılan stratejilerden biridir. Her dil sınıfının eşsiz doğası gereği, öğretmenler farklı soru türleri kullanırlar. Bu çalışma öğretmenler tarafından sorulan soruların türlerini belirlemek ve bu soruların pedagojik hedeflerini keşfetmek amacıyla yapılmıştır. Ayrıca öğretmenlerin sınıfta sordukları soru türlerine ilişkin görüşleri de incelenmiştir. Karma yöntem araştırma modeli kullanılmıştır. Nicel veriler, sınıfta kullanılan soru türlerinin tanımlayıcı bir analizi ile toplanmıştır. Niteliksel veriler ise, yarı yapılandırılmış görüşmeler ve sınıf gözlemlerine dayalı uyarılmış hatırlama röportajları ile elde edilmiştir. Özel bir üniversitenin Hazırlık Programında çalışan üç yabancı dil öğretmeni bu çalışmaya katılmıştır. Dersler, araştırmacı tarafından üçer kez gözlemlenmiştir. Video ve ses kayıtları analiz edildikten sonra yarı yapılandırılmış görüşmeler ve uyarılmış hatırlama röportajları gerçekleştirilmiştir. Çalışmanın sonuçları, öğretmenin cevabını bildiği ve bilmediği soru türlerinin en yaygın kullanılar soru türleri olduğunu ortaya koymuştur. Öğretmenin cevabını bilmediği soru türü en çok sınıf bağlamı modunda görünürken, öğretmenin cevabını bildiği sorular en çok malzeme modunda kullanılmıştır. Öğretmenin cevabını bilmediği soruların sayısı sınıf bağlamı modunda öğretmenin cevabını bildiği soruların iki katıdır. Katılımcılar soru türlerini terim olarak farkında olmasalar bile, dersin pedagojik hedefin uygun olarak kullanmışlardır.

Keywords

• sınıf içi etkileşim,mikro bağlamlar,öğretmen soruları

Raising Awareness of EFL Teachers on Question Types and Pedagogical Goals: An Analysis through Classroom Modes

Abstract

Questioning is one of the most frequent strategies used by teachers during classroom interaction. Therefore, teachers employ different type(s) of questions during classroom interaction due to the uniqueness of each language classroom. This study was conducted to identify the question types asked by teachers and discover the pedagogical goals of these questions. Besides, teachers' opinions regarding question types they asked during classroom were investigated. A mixed-method research design was followed. Quantitative data was gathered through a descriptive analysis of questions types used in the classroom. Qualitative data was obtained via semi-structured interviews and stimulated recalls based on classroom observations. Three EFL teachers working at a private university preparatory school participated in this study. Their classes were observed by one of the researchers three times. The video and audio recordings were analyzed and then semi-structured interviews and stimulated recalls were carried out. The results of the study yielded that referential and display questions were the two most common question types. While referential questions were common in classroom context mode, display questions were much more common than referential questions in materials mode. The number of referential questions mostly doubled the number of display questions in classroom context mode. Even though teachers are not aware of the name of the question types, they use the questions based on the pedagogic goals of the classroom.

Keywords

• classroom interaction,classroom modes,teacher questions

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