2014

Dört Yıllık Lisans Eğitimi Süresince İngilizce Konuşma Becerisi Farkındalığı

ÖZ: Bu makalenin konusu İngiliz Dili ve Edebiyatı (İDE) öğrencilerinden oluşan bir grubun, lisans eğitimi süresince dil farkındalığındaki değişikliklerdir. Makalede öğrencilerin eğitimi boyunca beş farklı noktada konuşma becerileri ile ilgili öğrencilerden alınan raporları incelemektedir. Raporda öğrencilerin dil bilgileri, becerileri, öğrenme hedefleri ve stratejilerini bilişsel, duygusal ve sosyal açıdan ele alınmıştır. Öğrencilerin dille ve öğrenme ile ilgili açıklamaları ilk başta kısa ve genel iken daha sonra detaylı ve odaklı hale gelmiştir. Öğrenciler zaman geçtikçe kullandıkları dil ve öğrenme hedefleri hakkında daha çok farkındalık elde etmiş, bu konularda daha bütünlüklü ve açık betimlemelerde bulunmuşlardır. Öğrenme stratejileri sınıftan dış dünyaya taşınmış, yaptıkları aktiviteler yalnız yapılanlardan sosyal aktivitelere evrilmiş ve öğrenciler CEFR kriterlerini kullanarak konuşma becerilerini açıklamak konusunda gelişme göstermiştir. Öğrencilerde görülen farkındalık değişimi, endişe, deneyim, dili betimleme söylemleri ve sosyal öğrenme stratejileri başlıkları altında toplanmıştır.Anahtar sözcükler: dil farkındalığı, dil ilişkisi, bilişsel, duygusal, sosyal etkileşim, konuşma becerisi.

Anahtar Kelimeler:

dil farkındalığı, dil ilişkisi bilişsel dugusal sosyal etkileşim, konuşma becerisi

Awareness of Speaking Abilities in English over Four Years of Undergraduate Study

ABSTRACT: This paper describes and discusses changes in language awareness during undergraduate study for a group of language and literature students. The paper uses qualitative, descriptive methods to analyse reports about the students’ speaking elicited at five points during their studies. The paper identifies cognitive, affective and social aspects of how the students described their language knowledge, abilities, learning targets and strategies. The descriptions evolve from brief, general views of language and learning into more detailed and focused viewpoints. The students notice more about their language use and learning targets are described more fully and more clearly. Their learning strategies move from inside to outside the classroom, activities change from solitary and individual to social activities, and the students are better able to describe their speaking through engagement with CEFR criteria. Anxiety, experience, discourse for describing language and social learning strategies are features of the changing awareness displayed by the students.Keywords: language awareness; engagement with language; speaking skills.

Keywords:

language awareness; engagement with language; speaking skills.,

PDF

___

Alderson, J. C. (2005). Diagnosing Foreign Language Proficiency. London: Continuum.
Anderson, N. J. (2002). The role of Metacognition in Second Language Learning. Washington.
Europe, C. o. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: CUP.
Glover, P. (2011). Using CEFR level descriptors to raise university students' awareness of their speaking skills. Language Awareness, 20(2), 121-133.
Griffiths, C., & Oxford, R. L. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43(0), 1-10.
Griffiths, C., Oxford, R. L., Kawai, Y., Kawai, C., Park, Y. Y., Ma, X., et al. (2014). Focus on context: Narratives from East Asia. System, 43(0), 50-63.
Harish, S. (2014). Social strategy use and language learning contexts: A case study of Malayalee undergraduate students in India. System, 43(0), 64-73.
Holec, H. (1990). Qu'est-ce qu'apprendre a apprendre. Melanges Pedagogiques, 75-87. Retrieved from http://revues.univ-nancy2.fr/melangesCrapel/IMG/pdf/6holec-3.pdf
Holec, H., & Huttunen, I. (Eds.). (1997). Learner autonomy in modern languages. Research and development. Strasbourg: Council of Europe.
Kao, T.-a., & Oxford, R. L. (2014). Learning language through music: A strategy for building inspiration and motivation. System, 43(0), 114-120.
Kissling, E. M., & O'Donnell, M. E. (2015). Increasing language awareness and self-efficacy of FL students using self-assessment and the ACTFL proficiency guidelines. Language Awareness, 24(4), 283-302.
Lier, L. V. (1998). The Relationship Between Consciousness, Interaction and Language Learning. Language Awareness, 7(2-3), 128-145.
Little, D. (2007). Language Learner Autonomy: Some Fundamental Considerations Revisited. Innovation in Language Learning and Teaching, 1(1), 14 - 29.
Little, D. (2008). Knowledge about Language and Learner Autonomy. In J. C. a. N. H. Hornberger (Ed.), Encyclopedia of Language and Education, Volume 6: Knowledge about Language, (pp. 247-258): Springer.
Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43(0), 101-113.
Mercer, S. (2008). Learner self-beliefs. ELT Journal, 62(2), 182-183.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.
Oxford, R. L., Griffiths, C., Longhini, A., Cohen, A. D., Macaro, E., & Harris, V. (2014). Experts' personal metaphors and similes about language learning strategies. System, 43(0), 11-29.
Oxford, R. L., Rubin, J., Chamot, A. U., Schramm, K., Lavine, R., Gunning, P., et al. (2014). The learning strategy prism: Perspectives of learning strategy experts. System, 43(0), 30-49.
Storch, N. (2008). Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development. Language Awareness, 17(2), 95-114.
Svalberg, A. M. L. (2009). Engagement with language: interrogating a construct. Language Awareness, 18(3-4), 242-258.
Svalberg, A. M. L. (2012). Peer interaction, cognitive conflict, and anxiety on a Grammar Awareness course for language teachers. Language Awareness, 21(1-2), 137-155.
Svalberg, A. M. L. (2016). Language Awareness research: where we are now. Language Awareness, 25(1-2), 4-16.
Svalberg, A. M. L. (2018). Researching language engagement; current trends and future directions. Language Awareness, 27(1-2), 21-39.
Vygotsky, L. S. (1962). Thought and language. Cambridge: M.I.T. Press, Massachusetts Institute of Technology.
Wenden, A. (1987). Metacognition: An Expanded View on the Cognitive Abilities of L2 Learners. Language Learning, 37(4), 573-597.
Wenden, A. (1998). Metacognitive Knowledge and Language Learning. Applied Linguistics, 19(4), 515-537.