Author :
Abstract
Bu çalışma, söylemin sosyal bir süreç olduğunu ve doğası gereği ideolojik olduğunu ileri süren eleştirel söylem analizi, eleştirel okur yazarlık ve eleştirel dil farkındalığı alanlarında yapılan çalışmaları temel alarak yapılmıştır. Sorgulanmadığı taktirde söylem sosyal gerçeklik tarafından şekillenecek ve sosyal gerçekliği şekillendirecektir. Bu nedenle, dilin sosyal boyutu okur yazarlık ve ikinci/ yabancı dil eğitiminde göz ardı edilmemelidir. Yapılmış olan çalışmalar eleştirel dil farkındalığı yaratmanın, kişilerin kimlikleri ve inanç sistemleri ile yakın bağlantısı olduğunu ve bu nedenle sıklıkla öğrenciler tarafından direnç ile karşılandığını göstermektedir. Eleştirel dil farklındalığının temel ilkelerini paylaşan bu çalışmada, Türkiye’de lise bağlamında, özellikle öğrencilerin yazılı metinlere yaklaşımı ve derse öğrencilerden gelecek olası bir direnç odağında, eleştirel okuma dersinin etkilerine bakılmıştır. Bu çalışmada eylem araştırması kullanılmıştır. Anket, röportaj ve öğrencilerin eleştirel okuma dersleri başlamadan ve bittikten sonra aynı metni okumalarıyla yapılmış olan tekrarlanan okuma etkinliği ile veri toplanmıştır. Bulgular öğrencilerde okumanın sosyal bir süreç olduğuna ve yazılı metinlerdeki sözcük-dilbilgisi yapılarının seçimlerinin etkisine dair farkındalığın arttığını göstermektedir. Buna ek olarak bulgular öğrencilerin okuma dersleri için motivasyonlarında artış ve aynı zamanda eleştirel okuma dersine merkezi bir sınav nedeniyle direnç olduğunu göstermektedir.
Keywords
Abstract
This paper is based on the arguments of critical discourse analysis, critical literacies and critical language awareness, which argue that discourse is a social process and that it is inherently ideological. Unless challenged, discourses will be shaped by and shape social realities. Therefore, the social aspect of language should not be ignored in literacy education and in teaching a foreign/second language. Studies also show that raising critical language awareness is closely related to people’s identities and belief systems; therefore, it is often met with resistance from the students. Sharing the principles of critical language awareness, this study seeks to find out the impact of a critical reading course in the Turkish high school context, looking closely at the students’ approach to written texts and any resistance from the students as a result of the course.This study was an action research project, in which data was collected through questionnaires, interviews, and a repeated reading activity, which entailed asking the students to read the same text at the beginning and end of the course to see any changes in their approach to written texts. Findings show an increase in recognition of reading as a social process and the effect of the choice of lexicogrammatical structures in written texts. In addition, findings suggest an increase in students’ motivation for the reading course, although, at the same time, student resistance to the critical reading course due to concerns over a centralised exam was observed.
Keywords
- Alderman, M. K. (1999). Motivation for achievement: Possibilities or teaching and learning. New Jersey: Lawrence Erlbaum Associates.
- Butt, D; Fahey, R; Feez, S; Spinks, S. & Yallop, C. (2000). Using functional grammar: An explorer’s guide. Sydney: National Centre for English Language.
- Cervetti, G; Pardales, M. J. & Damico, J. S. (2001). ‘A tale of differences: comparing the traditions, perspectives, and educational goals of critical reading and critical literacy’.Retrievedfromhttp://www.readingonline.org/articles/cervetti/index.html
- Clark, R; Fairclough, N; Ivanic, R; & Martin-Jones, M. (1987). CLSL working paper series 1. University of Lancaster: Centre for Language in Social Life.
- Cohen, L; Manion, L; & Morrison, K. (2000). Research methods in education. London: RoutledgeFalmer.
- Cohen, L; Manion, L; & Morrison, K. (2007). Research methods in education (6th ed.). London: RoutledgeFalmer.
- Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.
- Deci, E.L. & Ryan, R. M. (1992). The initiation and regulation of intrinsically motivated learning and achievement. in Boggiano, A. K. & Pittman, T. S. (Eds) Achievement and motivation: A social development perspective (pp. 3-36). Cambridge: Cambridge University Press.
- Fairclough, N. (1989). Language and power. London: Longman.
- Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London: Longman.
- Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London: Routledge.
- Foucault, M. (1969). Archaeology of knowledge. (A. M. Sheridan Smith, Trans.). London and New York. Routledge.
- Gardner, R. C. (1985). Social psychology and second language learning the role of attitudes and motivation. London: Edward Arnold
- Granville, S. (2003). Contests over meaning in a South African classroom: Introducing critical language awareness in a climate of social change and cultural diversity. Language and Education, 17, (1), 1-20.
- Greenwood, D. & Levin, M. (2000). Reconstructing the relationships between universities and society through action research. In Denzin, N. K. and Lincoln, Y. S. (Eds.) Handbook of Qualitative Research. (2nd Ed.) (pp. 85-106). Thousand Oaks, London, New Delhi: Sage Publications.
- Janks, H. (1999). Critical language awareness journals and student identities. Language Awareness, 8, (2), 111-122.
- Kagitcibasi, C; Goksen, F. & Gulgoz S. (2005). Functional adult literacy and empowerment of women: Impact of a functional literacy program in Turkey. Journal of Adolescent & Adult Literacy, 48, (6), 472-489.
- Kramer-Dahl, A. (2001). Importing critical literacy pedagogy: Does it have to fail? Language and Education, 15, (1), 14-32.
- Lankshear, C., Gee, J. P., Knobel, M. & Searle C. (1997). Changing literacies. Buckingham: Open University Press.
- Lankshear, C. & Knobel, M. (2003). New literacies: Changing knowledge and classroom learning. Buckingham: Open University Press.
- Leal, M. C. D. (1998). Critical language awareness in the teaching of Portuguese. Language Awareness, 7, (1), 1-8.
- Males, T. (2000). What is critical in critical language awareness? Language Awareness, 9, (3), 147-159.
- Peters, M. & Lankshear, C. (1996). Postmodern counternarratives. In Giroux, H. A., Lankshear, C., McLaren, P. & Peters M. (Eds.) Counternarratives: Cultural studies and cultural pedagogies in postmodern spaces (pp.1-40). New York and London:
- Seferoğlu, S.S. & Akbıyık, C. (2006). Teaching critical thinking. H.U. Journal of Education, 30, 193-200.
- Stipek, D. (2002). Motivation to learn: Integrating theory and practice (Fourth Edition). Boston: Allyn and Bacon.
- Şahhüseyinoğlu, D. (2007). Educational games for developing critical thinking skills: Pre- service English language teachers’ views. H.U. Journal of Education, 32, 266-273.
- The New London Group. (2000). Tapping into multiliteracies. In Cope, B. and Kalantzis, M. (Eds) Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 937). London: Routledge.
- Torfing, J. (1999). New theories of discourse: Laclau, Mouffe, and Žižek. Oxford: Blackwell Publishers. Ushioda, E. (1996). Learner autonomy: The role of motivation. Dublin: Authentik.
- Wallace, C. (1992a). Critical literacy awareness in the EFL classroom. In Fairclough, N. (Ed.) Critical Language Awareness (pp. 59-92). Harlow: Longman.
- Wallace, C. (1992b). Reading. Oxford: Oxford University Press.
- Wallace, C. (1999). Critical language awareness: key principles for a course in critical reading. Language Awareness, 8, (2), 98-110.
- Wallace, C. (2003). Critical reading in language education. London: Palgrave MacMillan. Wilson, N. and McClean, S. (1994). Questionnaire design: A practical introduction. Newtownabbey: University of Ulster.
- Zinkgraf, M. (2003). Assessing the development of critical language awareness in a foreign language environment.Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/52/9c.pdf
