İngilizce Sınıflarında Rica Söz Eylemlerini Öğreterek Pragmatik Yeterliği Geliştirme

Yıl 2017, , 139 - 165, 23.06.2017

Tülay Gazioğlu Hatime Çiftçi

https://doi.org/10.19171/uefad.323400

Cited By: 3

Öz

Bu çalışma pragmatik öğretiminin İngilizce öğrenen Türk öğrenciler üzerindeki etkisini araştırmayı amaçlar. Özellikle, İngilizce’deki rica söz eylemlerinin öğretiminin, İngilizce öğrenen Türk öğrencilerin bu rica söz eylemlerinin İngilizce’de kullanımını nasıl etkilediğini inceler. Ayrıca, bu çalışma İngilizce öğrenen Türk öğrencilerin pragmatik odaklı derslere yönelik algılarını araştırır. Çalışma, tek gruplu ve birkaç veri kaynaklı yarı deneysel araştırma modelini kapsar: söylem tamamlama testi, anket, öğrenci görüş yansıtma yazıları ve araştırmacı alan gözlem notlarını içerir. Öğretim planı öncesi ve sonrası uygulanan ilk ve son söylem tamamlama testlerinin analizi, Türk öğrencilerinin rica söz eylemi genel sayısında önemli bir fark olmadığını ortaya koymuştur. Fakat, pragmatik öğretimine dayalı eğitsel dersler sonrasında, rica söz eylem stratejilerini kullanımlarında çeşitlilikte artış ve doğrudan anlatımda azalma olduğu gözlemlendi. Aynı zamanda, bu analizler öğrencilerin bu eğitsel plandaki sınıf içi etkinlikleri ve kullanılan materyallere yönelik algılarının olumlu olduğunu gösterir. Son olarak, bu çalışma ikinci dil, öğretiminde pragmatik öğretimi ile ilgili gelecek görüşleri ve pedagojik önerileri tartışır.

Anahtar Kelimeler

Konuşma eylemi, Pragmatik öğretimi, Pragmatik yeterlik, Ricaların öğretimi

Developing Pragmatic Competence through Teaching Requests in English Classrooms

Öz

This study investigates the effect of pedagogical intervention in pragmatics on Turkish learners of English. More specifically, the study examines how pragmatics-based instruction on the speech act of request in English influences Turkish learners of request strategy use in English. Additionally, it explores students’ overall perceptions on their pragmatics-based classes. The study embraces a single group quasi-experimental design with multiple data sources: a discourse completion test (DCT), a survey, students’ reflective papers, and the researcher’s field notes. The analysis of request realizations in the pre-test and post-test DCTs indicates that there was not a statistically significant difference between the overall number of request strategies in pre-test and post-test. However, Turkish learners of English had more variety in their use of request strategies and decrease in directness after the treatment. They also expressed mainly positive perceptions with regard to activities and materials in the instructional plan. Finally, the study discusses the future directions and pedagogical implications with regard to instructional pragmatics teaching in L2 context.

Anahtar Kelimeler

Speech act, Instructional pragmatics, Pragmatic competence, Teaching requests

Kaynakça

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