İNGİLİZCE’NİN YABANCI DİL OLARAK ÖĞRETİLDİĞİ SINIFLARDA KULLANILAN SORU TİPLERİ: BİR İNGİLİZCE ÖĞRETMENİNİN UYGULAMALARI ÜZERİNE YANSITICI BİR ÇALIŞMA
Author :
Abstract
Yansıtıcı bir yaklaşım izleyen bu çalışma, bir İngilizce öğretmeninin sınıf ortamında öğrencileriyle etkileşim kurarken kullandığı soru tiplerine yönelik uygulamalarına odaklanmaktadır. Çalışmanın verilerini 2014-2015 akademik yılının bahar döneminde toplanan 4 saatlik ders kaydı oluşturmaktadır. Veri analizi sürecinde, toplanan bu veriler yazıya aktarılmış, elde edilen soru tipleri Richards ve Lockhart (1996)’ ın modeline göre sınıflandırılmıştır. Çalışmanın güvenirliğini artırmak için, veri analizi süreci İngiliz dili öğretimi alnındaki bir akademisyen ile birlikte yapılmıştır. Sonuçlar, sınıf ortamında öğretmenin sorduğu soruların çoğunun sadece evet ya da hayır gibi kısa cevaplar gerektiren yöndeşik sorular olduğunu ortaya koymuştur. Buna ek olarak, katılımcı öğretmenin bazı soruları öğrencilerin dikkatini dersin içeriğine çekmek için sorsa da, birçok soruyu sadece iletişimsel rutinler olarak kullandığı görülmüştür. Ayrıca, öğretmenin soru tipleri arasında etkili geçişler yapamadığı ve bu durumun öğretmen merkezli bir sınıf ortamına yol açtığı ortaya konmuştur. Bu sonuçlar ışığında, yansıtıcı çalışmaların öğretmenlerin mesleki gelişiminde ne derece önemli olduğu vurgulanmıştır.
Keywords
Abstract
Following a reflection-in-action approach, this study reports on the reflective practices of an EFL teacher regarding the types of questions she uses while interacting with the students in classroom atmosphere. The participant, also the researcher, was an instructor in the English preparatory program of a state university. The data were collected through four hours of audio-recording in the spring semester of 2014-2015 academic year. In the data analysis process, the data obtained from these recordings were transcribed verbatim, and the questions were identified and classified based on the framework of Richards and Lockhart (1996) as procedural, convergent and divergent. The classification was cross-checked with a colleague holding a PhD in English language teaching to ensure the reliability of the findings. The results revealed that most of the questions the teacher used during these four hours were convergent, seeking yes/no or short answers. She used such questions so extensively that the lessons get too loaded with them and became teacher-fronted ones. It was also found that although the teacher sometimes used procedural questions to attract the attention of her students and prepare them for the content of the course, she mostly asked them just for the sake of asking and they served as conversational routines and gap-fillers during her interaction with the students. It was also clear in these sessions that the teacher could not provide effective transitions between these questions types during the interaction. Based on these findings, the study highlights, as a conclusion, how important and significant reflective practices are in developing one’s skills as a teacher.
Keywords
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