ÖZ-ETKİNLİK İNANÇLARIN VE BİLGİSAYAR ARACILI İLETİŞİMİN ROLÜNÜ SÖYLEM KURULUŞUNDA İNCELEMEK: İSPANYOLCAYI İKİNCİ DİL OLARAK ÖĞRENENLERİN BOYLAMSAL VAKA ÇALIŞMASI
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Abstract
Bu boylamsal çalışma öz-etkinlik (diğer bir değişle ikinci dil performans yeteneklerin şahsi değerlendirmeleri) ve yüz yüze etkileşimde katılım yapıları ve zamanuyumlu tekst tabanlı bilgisayar aracılı iletişim (ZBAİ) arasındaki bağlantıyı araştırdı. Belirli bir biçimde, bu çalışma iki orta seviyedeki ikinci dili İspanyolca olan öğrencilerinin, bir yüksek ve bir düsük öz-etkinlik öğrenici, katılım yapılarını inceledi, ve ZBAİ'nin sosyal etkileşimi ve etkileşimli katılımı yükseltmek'te rol oynayıp oynamadığı araştırıldı. İncelenen süreçin karmaşıklığına sorumlu olmak için bir karma mod araştırma yaklaşımı seçildi. Bu, çıkım üretim açısından katılımı nicelik olarak belgelemek, yanısıra niteliksel olarak da inceleme, iletişim stratejileri kullanımı, ve bir akademik yıl üzerinde iki vaka çalışmasi öğrenicilerden konuşma işlevleri içerdi. Sonuçlar ZBAİ'nin eşit etkileşimli kontrol ve söylem kuruluşunda etkileşim için fırsatların teşvik edilmesinde olumlu rol oynayabildiğini öneriyor, özellikle daha düşük öz- etkinlikli öğreniciler için.
Keywords
Abstract
This longitudinal study investigated the relationship between self-efficacy beliefs (i.e. personal judgements of second language performance capabilities) and participation patterns in face-to-face interaction and synchronous text-based computer-mediated communication. Specifically, this study examined the discourse behaviour of two intermediate second language students of Spanish, a high and a low self-efficacy learner, and explores whether synchronous text-based computer-mediated communication (SCMC) can play a role in promoting social interaction and interactive participation. A mixed-mode research approach was selected to account for the complexity of the process under study. This involved documenting participation by the high and the low self-efficacy learners across the two modes of communication over a university academic year. The two case-study participants’ chat-log and conversation transcripts were analysed by employing: a) quantitative measures of participation; namely words and turns produced; b) Dörnyei and Kormos’ (1998) taxonomy of Communication Strategies, and c) Eggins and Slade’s (2004) classification of Speech Functions. Quantitative results indicated that participation patterns were affected by Self-efficacy beliefs regardless of the mode of communication. However, fine-grained, qualitative analyses suggested that, over time, text-based chat indeed allowed discourse roles to become increasingly more symmetrical. Findings thus indicate that SCMC can play a positive role in promoting opportunities for equal interactional control and interactivity in discourse co-construction, particularly, for learners with lower self-efficacy beliefs.
Keywords
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