ANA DİLE BENZER ETKİLEŞİM İÇEREN YABANCI DİL OLARAK İNGİLİZCE DERSLERİNDE SÖZLÜ HATALARA MÜDAHALE

Yabancı dil öğrenme, kelime ve gramer bilgisinden ziyade ana becerilerde yeterlilik gerektirmektedir. Konuşma sırasında bir çok hata ortaya çıkmaktadır. Mevcut çalışma şu sorulara cevap bulmayı amaçlamıştır; 1 Öğretmenler anlamamı yoksa yapıyamı odaklanmatadır? Sınfta gerçekleşen etkileşim ne ölçüde anadilde iletişime yakın? 2 Sınıfta ne tür sözlühatalara odaklanılmktadır? Hatalar ne zaman düzeltilmektedir? Ne tür düzeltmeler yapılmaktadır? Çalışmamızda üç tip öğretmeni dikkate aldık: anadili İngilizce olan, ikinci dili İngilizce olan ve yabancı dili İngilizce olan öğretmenler. Her bir öğretmenin dokuzuncu sınıflara olan kırkar dakikalık derslerini kaydettik. Daha sonra, elde edilen verileri analiz ettik. Bulgular, anadile yakın etkileşim sağlayan öğretmenlerin sıralamasının anadili İngilizce olan, ikinci dili İngilizce olan ve yabancı dili İngilizce olan öğretmen şeklinde olduğunu göstermiştir. Ayrıca, öğretmenler hata türleri ve bu hataları düzeltme tarzlarına göre çeşitlilik göstermişlerdir. AnahtarKelimeler: sözlühatatürleri, sözlühatalaramüdahale, anadileyakın, yabancıdilolarakİngilizce, sınıfetkileşimi

Anahtar Kelimeler:

sözlühatatürleri, sözlühatalaramüdahale, anadileyakın, yabancıdilolarakİngilizce, sınıfetkileşimi

ORAL ERROR TREATMENT IN EFL CLASSES WITH NATIVE- LIKE INTERACTIONS

Foreign language learning requires competences in the main skills more than vocabulary and grammar. Many errors occur in speaking. The present study aims to answer the following research questions: 1 Do teachers focus on meaning or form? And to what extent are the interactions in the classrooms native-like? 2 What types of oral errors are focused on in the classrooms? When are they treated? What types of correction are supplied? We took into consideration three sorts of teachers: native, second language and foreign language speaker teachers. We audio-recorded each teacher‟s three 40-minute English classes for 9th Graders. Following this, we analyzed the transcriptions of the data gathered. The study reveals that the ranking of the teachers having native-like interactions is as the native, second language, and foreign language speaker. Also, the ranking of the teachers are in variety when the type of errors and that of correction are in question

Keywords:

types of oral errors, oral error treatment, native-like, EFL, classroom interaction,

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