Üniversite Öğrencilerinin Edebiyat Derslerinde Not Tutmalarını Keşfetme: Bir Dillerarası Geçiş Perspektifi

Bir üniversite dersinde veya seminerde İngilizce not alma (NA), gerektirdiği özel akademik ve bilişsel becerilerden dolayı göz korkutucu bir iştir. Öğrencilerden, konuşmacı tarafından sunulan bilgileri anlamaları, aktarıldığı tarzı belirlemeleri, konuşmanın gerekli ve gereksiz kısımlarını ayırt etmeleri, konuşulan dili kişisel olarak ayırt edilebilir kodlara ve bilgi yığınlarına dönüştürmeleri ve önemli noktaları kaçırmadan konuşma hızında yazmaları beklenir. Not almayı, yükseköğretimdeki öğrenciler tarafından yaygın kullanılan bir kişisel çalışma aracı olarak ele alan bu çalışma, Türkiye'de bir devlet üniversitesinin İngiliz Dili ve Edebiyatı programında okutulan üniversite düzeyindeki derslerde dillerarası geçiş ve not alma arasındaki ilişkiyi anlamaya çalışmaktadır. Veriler; öğrenci notları, öğrenci ve öğretim üyesi görüşmeleri ve derslerde yapılan gözlemler yoluyla bahar döneminde toplanmıştır. Araştırma, öncelikle üniversite öğrencilerinin içerik temelli derslerde nasıl not aldıklarını araştırmayı amaçlamaktadır. Öğrencilerin ders notlarında dillerarası geçişi nasıl kullandığına özel önem verilecektir. Örnekler, öğrencilerin ikinci dilde verilen bir dersi dinlediğinde, birinci ve ikinci dil kombinasyonunda notlarını aldığını ortaya koymaktadır. Sonuçlar, dillerarası geçişin sadece öğrenciler tarafından etkileşimlerinde sözlü olarak kullanılan bir araç olmadığını, aynı zamanda not almak için potansiyel bir araç olduğunu göstermektedir. Az araştırılmış bir uygulamaya odaklanan ve ona yönelik tutumları ortaya koyan bu çalışma, öğrenci notlarında dillerarası geçiş uygulamalarının işlevlerini ortaya koymaktadır. Bu nedenle, bu konudaki araştırmanın kapsamının, yazılı uygulamalara ve bunların akademik sınıflardaki tamamlayıcı kullanımlarına genişletilebileceğini önermektedir.

Anahtar Kelimeler:

Not Alma, Dillerarası Geçiş, İçerik Tabanlı Kurslar, Edebiyat Kursları

Exploring University Students’ Note-taking in Literature Courses: A Translanguaging Perspective

Note-taking (NT) in a university lecture or a seminar taught in English is a daunting task for non-native speakers due to the specific academic and cognitive skills it necessitates. Students are supposed to comprehend the information introduced by the speaker, identify the particular register, distinguish the necessary and unnecessary information, transform spoken language into personally distinguishable written codes and information chunks and write down in the pace of speech in order not to miss key points made by the speaker. Considering note-taking as a personal study tool commonly utilized by students in tertiary education, this study attempts to understand the relationship between translanguaging and note-taking in university-level courses taught at an English Language and Literature (ELL) programme of a public university in Turkey. The data were obtained through students’ notes, student and lecturer interviews and observations during classes in the spring semester. The research primarily aims to investigate how university students take notes in content-based courses. Particular attention is paid to students’ use of translanguaging in their lesson notes. The samples reveal an adequate number of instances where students listen to a lecture delivered in L2 and take their notes in a combination of L1 and L2. The results show that translanguaging is not only a tool used verbally by students in their interactions, but also a potential asset for note-taking. Focusing on an under-researched practice and unveiling the attitudes towards it, the study reveals the functions of translanguaging practices in student notes. It thus suggests that the scope of the research on translanguaging could be broadened to the written practices and their complementary uses in academic classes.

Keywords:

Note-taking, Translanguaging, Content-based Courses, Literature Courses,

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