Publication: İkinci dil olarak Türkçe öğretiminde konuşma dili farkındalığını artırma ve etkileşim stratejilerinin öğretimi
Abstract
Etkileşim stratejileri farklı etkileşim bağlamlarında (karşılıklı konuşma, röportaj, tartışma gibi) etkileşim sürecini organize eden ve muhatapların karşılıklı olarak bu süreci yönetmelerini sağlayan yollardır. İkinci dilde etkileşim stratejilerini kullanabilmek için dil ve söylem bilgisi gereklidir. Bu çalışmada İDT öğretimi derslerinde etkileşim stratejilerinin nasıl öğretilebileceği araştırılmıştır. Bu amaçla araştırma yöntemi olarak nitel araştırma desenlerinden eylem araştırması kullanılmıştır. Araştırma süreci ihtiyaç analizi ve eylem döngüsü olmak üzere iki bölümde gerçekleştirilmiştir. Araştırmanın ihtiyaç analizi bölümünde İDT öğretiminde konuşma dilinin yeri ve söylem belirleyicilerin (SB) kullanımı araştırılmıştır. SB’ler etkileşim sürecinde söylemi farklı işlevlerle düzenleyen, yapılandıran kullanımlardır. İhtiyaç analizi sürecinde üç farklı veri kaynağı kullanılmıştır: Yabancı Dil Olarak Türkçe Öğretim MER, 2015), Yarı Yapılandırılmış Öğretim Elemanı Görüşme Formu (ÖEGF) ve Yarı Yapılandırılmış Öğrenci Görüşme Formu (ÖGF). Tüm görüşmelerde ses kaydı yapılmıştır. Öğrencilerle yapılan görüşmeler CHAT çeviriyazı formatıyla yazılarak kodlanmıştır (MacWhinney, 2000). Öğrencilerin kullandıkları SB’lerin neler olduğu oluşturulan kod listelerine göre CLAN hesaplanmıştır. İhtiyaç analizi sonucunda öğretim programında (TÖMER, 2015) ve derslerde SB’lere doğrudan yer verilmediği tespit edilmiştir. Yapılan görüşmeler derslerde önceliğin okuma ve dilbilgisi çalışmalarına verildiğini, konuşma dili yapılarına ve öğrenci etkileşimini desteklyen etkinliklerin geri planda kaldığını göstermiştir. Öte yandan öğrencilerin konuşmaları incelendiğinde, akıcılığı sağlamak için bazı sesleri ve sözcükleri (ee, ıı, şey gibi) sıklıkla SB olarak kullandıkları gözlenmiştir. Bununla birlikte, bazı öğrencilerin kendi dillerinde de olan SB’leri (hem Arapçada hem de Türkçede olan şey, yani gibi) Türkçe konuşurken sıklıkla kullandıkları görülmektedir.İhtiyaç analizinden elde edilen bulgular ışığında, araştırmanın eylem döngüsü planlanmıştır. Eylem döngüsündeki uygulama dersleri ZOOM üzerinden çevrim içi olarak uygulanmıştır. Eylem döngüsü sürecinde yedi farklı veri toplama aracı kullanılmıştır: Öğrenci Tanıma Formu (ÖTF), Konuşma Görevi (Ön-Görev/ Son-Görev), Odak Grup Görüşmesi (OGG), Araştırmacı Günlüğü (AG), Yapılandırılmış Öğrenci Günlüğü (YÖG), Yapılandırılmış Gözlem Formu (YGF) ve Yarı Yapılandırılmış Görüşme Formu (YYGF). Nitel veriler uygulama süreci boyunca sistematik olarak betimsel analizle çözümlenmiş ve bir sonraki eylem planı tasarlanmıştır. Eylem döngüsü tamamlandıktan sonra araştırma raporunu sunmak için tüm veriler içerik analiziyle ayrıca çözümlenmiştir. Eylem döngüsünün başında ve sonunda uygulanan konuşma görevlerinden elde edilen veriler ise CHAT çeviriyazı formatıyla yazılmıştır ve CLAN programında FREQ komutu ile hesaplanmıştır. Araştırma sonucunda elde edilen veriler incelendiğinde etkileşim stratejilerinin öğretimi için beş aşamalı bir ders planı modeli önerilmiştir. Bu dersler ile öğrencilerin etkileşim sürecini nasıl yöneteceklerini öğrendiği, Türkçe konuşma ve yazı dili hakkında bir farkındalık geliştirdiği ve özgüven geliştirdikleri gözlenmiştir.
Interaction strategies are ways that enable interlocutors who organize the interaction process in different interaction contexts (such as conversation, interview, discussion) to manage this process mutually. Language and discourse knowledge is required to use interaction strategies in the second language. In this study, it was investigated how interaction strategies can be taught in Turkish as a second language (TSL) teaching. For this purpose, action research, one of the qualitative research designs, was used as a research method. The research process was carried out in two parts as needs analysis and action cycle. In the needs analysis part of the research, the place of the spoken language in teaching TSL and the use of discourse markers (DMs) were investigated. DMs are uses that organize and structure the discourse with different functions in the interaction process. Three different data sources were used in the needs analysis process: Turkish as a Foreign Language Curriculum (TÖMER, 2015), Semi-Structured Lecturer Interview Form (LIF) and Semi-Structured Student Interview Form (SIF). All interviews were recorded. The interviews with the students were written and coded in the CHAT transcription format (MacWhinney, 2000). DMs used by the students were calculated using CLAN program based by the code list. As a result of the needs analysis, it was determined that DMs were not directly included in the curriculum (TÖMER, 2015) and courses. The interviews showed that the priority was given to reading and grammar studies in the lessons, and activities that support spoken language structures and student interaction disregarded. On the other hand, when the speech acts of the students were examined, it was observed that students often use some sounds and words (such as ee, ıı, şey ‘well’) as DMs to ensure fluency. However, it was seen that some students often use DMs like şey ‘well’ and yani ‘I mean’ which exists both in their first and second languages (Arabic and Turkish), when they speak Turkish. The action cycle of the research was planned with the findings obtained from the needs analysis. Implementation lessons within the action cycle were applied online on ZOOM due to the Covid-19 outbreak. Seven different data collection tools were used in the action cycle process: Student Recognition Form (SRF), Speaking Tasks (Pre-Task / Post-Task), Focus Group Interview (FGI), Researcher Diary (RD), Structured Student Diary (SSD), Structured Observation Form (SOF) and Semi-Structured Interview Form (SSIF). Qualitative data were systematically analysed through descriptive analysis throughout the implementation process and the next action plan was designed. After the action cycle was completed, all data were analysed separately with content analysis in order to present the research report. The data obtained from the speech tasks applied at the beginning and end of the action cycle were written in CHAT transcription format and calculated with the FREQ command in the CLAN program. When the data obtained as a result of the research were examined, a five-stage lesson plan model was proposed for teaching interaction strategies. With these lessons, it was observed that students learned how to manage the interaction process, developed an awareness of Turkish speaking and written language, and developed self-confidence.
Interaction strategies are ways that enable interlocutors who organize the interaction process in different interaction contexts (such as conversation, interview, discussion) to manage this process mutually. Language and discourse knowledge is required to use interaction strategies in the second language. In this study, it was investigated how interaction strategies can be taught in Turkish as a second language (TSL) teaching. For this purpose, action research, one of the qualitative research designs, was used as a research method. The research process was carried out in two parts as needs analysis and action cycle. In the needs analysis part of the research, the place of the spoken language in teaching TSL and the use of discourse markers (DMs) were investigated. DMs are uses that organize and structure the discourse with different functions in the interaction process. Three different data sources were used in the needs analysis process: Turkish as a Foreign Language Curriculum (TÖMER, 2015), Semi-Structured Lecturer Interview Form (LIF) and Semi-Structured Student Interview Form (SIF). All interviews were recorded. The interviews with the students were written and coded in the CHAT transcription format (MacWhinney, 2000). DMs used by the students were calculated using CLAN program based by the code list. As a result of the needs analysis, it was determined that DMs were not directly included in the curriculum (TÖMER, 2015) and courses. The interviews showed that the priority was given to reading and grammar studies in the lessons, and activities that support spoken language structures and student interaction disregarded. On the other hand, when the speech acts of the students were examined, it was observed that students often use some sounds and words (such as ee, ıı, şey ‘well’) as DMs to ensure fluency. However, it was seen that some students often use DMs like şey ‘well’ and yani ‘I mean’ which exists both in their first and second languages (Arabic and Turkish), when they speak Turkish. The action cycle of the research was planned with the findings obtained from the needs analysis. Implementation lessons within the action cycle were applied online on ZOOM due to the Covid-19 outbreak. Seven different data collection tools were used in the action cycle process: Student Recognition Form (SRF), Speaking Tasks (Pre-Task / Post-Task), Focus Group Interview (FGI), Researcher Diary (RD), Structured Student Diary (SSD), Structured Observation Form (SOF) and Semi-Structured Interview Form (SSIF). Qualitative data were systematically analysed through descriptive analysis throughout the implementation process and the next action plan was designed. After the action cycle was completed, all data were analysed separately with content analysis in order to present the research report. The data obtained from the speech tasks applied at the beginning and end of the action cycle were written in CHAT transcription format and calculated with the FREQ command in the CLAN program. When the data obtained as a result of the research were examined, a five-stage lesson plan model was proposed for teaching interaction strategies. With these lessons, it was observed that students learned how to manage the interaction process, developed an awareness of Turkish speaking and written language, and developed self-confidence.