İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN SINIFLARDA SÖZDİZİMSEL OLARAK FARKLI OLAN TEŞHİR VE GÖNDERGESEL SORULARIN ÖĞRENCI CEVAPLARI ÜZERİNDEKİ ETKİSİ
Author :
Abstract
Dil sınıflarındaki teşhir ver göndergesel sorularını inceleyen birçok araştırma bulunmaktadır. Teşhir sorularının gerçek iletişimi daha iyi temsil ettiği düşünülen göndergesel soruları genellikle sayıca geçtiğinin bulunmasına rağmen, iletişimsel hedefleri daha öncelikli olan sınıflar teşhir ve göndergesel sorular açısından yeterince incelenmemiştir. Bu sebeple, 10 adet orta seviye öğrencisi ve bir anadili İngilizce olan öğretmenin oluşturduğu, iletişim ve konuşma becerilerinin ön planda olduğu bir sınıf kameraya çekilmiştir. Öğretmen ve öğrenciler arasındaki konuşmaların çevriyazıları teşhir ve göndergesel soruların sıklığını, sözdizimsel farklılıklarını ve bunların öğrenci cevapları üzerindeki etkilerini bulmak amacıyla analiz edilmiştir. Literatürdeki kanıtların aksine, sonuçlar göndergesel soruların bütün soruların dörtte üçünü kapsayarak teşhir sorularını sayıca geçtiğini ve öğrencilerin bunlara daha uzun cevaplar verdiğini göstermiştir. Ayrıca öğretmen soru çeşitlerini ve sözdizimsel yapılarını konuşmalar sırasında değiştirmiştir. Literatürdeki diğer çalışmalara kıyas yapılarak sonuçlar üzerinden çıkarımlarda bulunulmuştur.
Keywords
Abstract
There have been many studies investigating display and referential questions in language classes. Although display questions were generally found to outnumber referential questions which are considered to resemble real interaction more, classrooms prioritizing the interactional objectives have not been observed much in terms of display and referential questions. Therefore, a lesson including 10 intermediate level students and a native teacher of English with the objective of interactive and speaking skills in the foreground was videotaped. The transcriptions of conversations between the teacher and students were analysed so as to find out the frequency of display and referential questions, syntactical differences between them and their effects on students’ answers. The results showed that referential questions outnumbered display ones by accounting for nearly three quarters of total questions and students apparently gave longer responses to them contrary to much evidence in literature. Also, the teacher changed question types and syntactical structures of questions during conversations. Implications were made on the results comparing to other studies in literature.
Keywords
- Ahmad, A. M. (2014). Kumaravadivelu’s Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges. English Language Teaching. Vol. 7 (4), 96-110.
- Barnes, D. (1969). Language in the secondary classroom. In D. Barnes, J. Britton, & M. Torbe (Eds.), Language, the learner and the school. Harmondsworth, UK: Penguin.
- Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education.
- Brock, C. A. (1986). The effect of referential question on ESL classroom discourse. TESOL Quarterly, 20(1), 46-59.
- Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd Ed.). White Plains, NY: Pearson Education.
- Brualdi Timmins, Amy C. (1998). Classroom questions. Practical Assessment, Research & Evaluation, 6(6). Retrieved from http://PAREonline.net/getvn.asp?v=6&n=6
- Cazden, C. B. (2001). Classroom discourse: the language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
- Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: Benjamins.
- Darn, S. and Çetin, F. (2010). Asking questions. Retrieved from: https://esol.britishcouncil.org/content/teachers/staff-room/teachingarticles/asking-questions
- Christenbury L. and Kelly P. Questioning (1983). A path to critical thinking. Urbana: ERIC Clearinghouse on Reading and Communication Skills and the National Council of Teachers of English; ED, 226, 372.
- David, F. (2007). Teacher questioning behavior and ESL classroom interaction. Humanity and Social Sciences Journal, 2, 127-131.
- Donald, K & Paul D. (1989). Learning and teaching: Research based methods. Allyn and Bacon.
- Ellis, R. (1990). Instructed second language acquisition. Oxford: Blackwell Publishers.
- Ellis, N.C. (ed.): (1994). Implicit and explicit learning of languages. Academic Press, San Diego, CA.
- Ernst, G. (1994). “Talking circles”: Conversation and negotiation in the ESL classroom. TESOL Quarterly, 28, 293–322.
- Farahian, M. & Rezaee, M. (2012). A Case Study of an EFL Teacher's Type of Questions: An Investigation into Classroom Interaction. Procedia - Social and Behavioral Sciences. Vol 47. Pp. 161-167. doi:10.1016/j.sbspro.2012.06.631
- Gall, M. (1984). Synthesis of Research on Teachers’ Questioning. Educational Leadership, 42, 40-47.
- Goodwin, C., & Duranti, A. (1992). Rethinking context: An introduction. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 1–42). New York: Cambridge University Press.
- Hamiloğlu, K. & Temiz, G. (2012). The impact of teacher questions on student learning in EFL. Journal of Educational and Instructional Studies in the World, Vol. 2(2), 1-8.
- Hickman, S. (2004) Social significance of pattern of questioning in classroom discourse. USA: Cambridge University Press.
- Levinson, S.C. (1983). Pragmatics. Cambridge: Cambridge University Press.
- Long, M. H., & Sato, C. J. (1983). Classroom foreign talk discourse: Forms and functions of teachers’ questions in classroom oriented research in second language acquisition. In H. Seliger & M. Long (Eds.), Classroom oriented research in second language acquisition (pp. 268-286). Rowley, MA: Newbury House.
- Long, M. H., & Sato, C. J. (1984). Methodological issues in interlanguage studies: an interactionist perspective. In Davies, A., Criper, C., & Howatt, A. P. R. (eds.), Interlanguage (pp. 253-80). Edinburgh: Edinburgh University Press.
- Matra, S.D. (2014). Teacher questioning in classroom interaction. A Journal of Culture, English Language Teaching & Literature, 14(1), 82-111.
- Malamah – Thomas, A. (1987). Classroom interaction. Oxford: oxford University press.
- McCarthy, Michael. (1991). Discourse analysis for language teachers. Cambridge University Press.
- Mikio, K. (1989). Question-answering behavior in ELT classrooms. Washington. George Town University.
- Nunan, D. (1987). Communicative language teaching: Making it work. ELT Journal, 41(2), 136-145.
- Pica, T. (1986). The linguistic conversational performance of experienced and inexperienced teachers. In Day, R (ed.), Talking to learn: Conversation in second language acquisition, Rowley, MA: Newbury House, 85-98.
- Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge, England: Cambridge University Press.
- Seedhouse, P. (2004), Conversation analysis methodology. Language Learning, 54(1), 54. doi: 10.1111/j.1467-9922.2004.00268.x
- Shomoossi, N. (2004). The effect of teachers’ questioning behavior on EFL classroom interactions. The Reading Matrix, 4,41-47.
- Sinclair, J. & Coulthard, R.M. (1975). Toward an analysis of discourse. Oxford: Oxford
- Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
- Thompson, G. (1997). Training teachers to ask questions. ELT Journal, 51(2), 99-105.
- Thornbury, S. (1996). Teachers research teacher talk. ELT Journal, 50(4), 279-289.
- Qashoa, S. H. (2012). Effects of teacher question types and syntactic structures on EFL classroom interaction. The International Journal of Social Sciences. 7(1).
- ‘Question’. (2015). Cambridge Online Dictionary. Cambridge: CUP. Retrireved 5 May 2015 from http://www.cambridge.org.
- Yang, H. (2006). A report of an ESL classroom observation in two language schools in Auckland. TESL Canada Journal. 23(2),1-11.
- Yang, C. C. R. (2010). Teacher questions in second language classrooms: An investigation of three case studies. Asian EFL Journal, 12(1), 181-201.
