Türkiye'deki İngilizce öğretmenlerinin düzeltici geri bildirimle ilgili inanç ve uygulamalarının belirlenmesi

Öz

İkinci Dil Edinimi (İDE) ile ilgili yapılan son çalışmalar, öğretmenlerin inançları ile ikinci dil öğretiminde sözlü düzeltici geribildirim sınıf uygulamaları arasında belirgin bir ilişki olduğunu göstermiştir. Her ne kadar birçok deneysel ve sınıf çalışması düzeltici geri bildirimin ikinci dil edinimi için faydalarını gösterse de, buna oranla çok az araştırma öğretmenlerin inançları ve uygulamaları arasındaki sözlü düzeltici geri bildirim açısından ilişkisini incelemiştir. Bu betimsel çalışma, anadilin Türkçe olduğu bir ortamda Yabancı dil olarak İngilizce öğretimi sınıflarında öğretmenlerin sözlü düzeltici geri bildirimle ilgili ifade ettikleri inançları ve sınıf içi uygulamaları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Veriler, Türkiye'de bir vakıf üniversitesinde çalışan on İngilizce öğretmeninin ders gözlemleri, yarı yapılandırılmış görüşmeler ve senaryo tabanlı hata düzeltme simülasyonu yoluyla toplanmıştır. Sonuçlar, öğretmenlerin çoğunun sözlü düzeltici geri bildirim farkındalığına sahip olduğunu ve öğrencilerin duygusal durumlarını olumsuz etkilemekten kaçınmak için uygun bir şekilde verildiği zaman öğrenciler için yararlı olduğuna inandıklarını göstermiştir. Eğitmenlerin çoğu, en etkili düzeltici geri bildirim stratejisi olarak ortaya çıkarmayı (Elicitation) belirtmiş olsa da, örtük doğası nedeniyle en sık kullanılan geri bildirim türü olarak yeniden düzenleme (Recast) gözlemlenmiştir. Bu bağlamda, sonuçlar öğretmenlerin sözlü düzeltici dönütle ilgili ifade ettikleri inançları ile gerçek uygulamaları arasında tutarsızlıklar olduğunu ortaya çıkarmıştır. Sınıfta düzeltilen hata türleri de öğretmenlerin belirtilen inançlarından sapma göstermiştir.

Anahtar Kelimeler

• Düzeltici dönüt
• İngilizce
• öğrenci hataları
• öğretmen inançları

Unravelling the beliefs and practices of EFL teachers related to corrective feedback in Turkey

Abstract

Recent studies in Second Language Acquisition (SLA) have shown that there is an apparent relationship between teachers' beliefs and their classroom practices of oral corrective feedback in second language teaching. Even though many experimental and classroom studies show that it is beneficial for second language acquisition, relatively little research has explored the relationship between beliefs and practices of teachers in terms of oral corrective feedback. This descriptive study aims to examine the relationship between teachers' stated beliefs and their practices about oral corrective feedback in classrooms in a Turkish EFL setting. The data were collected through classroom observations of ten EFL teachers working at a preparatory language school of a privately funded university in Turkey, semi-structured interviews and scenario-based error correction simulation. The results showed that most of the teachers have an awareness of oral corrective feedback and believe that it is useful for students when provided appropriately to avoid touching learners' affective states negatively. Recasts were observed as the most frequently employed feedback type because of its implicit nature, even though most of the instructors reported elicitation as the most effective corrective feedback strategy. In this respect, the results revealed inconsistencies between teachers' stated beliefs and their actual practices about oral corrective feedback; that is, the types of errors corrected in the classroom also showed deviation from the teachers’ stated beliefs.

Keywords

• Corrective feedback
• EFL
• learner errors
• teacher beliefs

Kaynakça

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