Yanlışlar öğrenmenin vazgeçilmez bir parçasıdır. Öğrenciler öğrenirken yanlış yaparlar ve bu yanlışlar öğrencilerin dil ile ilgili hipotezlerini test ettiklerini gösterir. Bu bağ lamda, yanlışların öğretmenlere sağladığı bilginin öğrenme ve öğrenmenin düzenlenmesi açısından önemli olduğu değerlendirilmektedir. Yanlışların nasıl düzeltildiği ve bu konudaki öğretmen bilinci de dolayısıyla önem kazanmaktadır. Öğrencilerin yanlış düzeltimi ile ilgili tercihleri, dil seviyesi, dersin amacı yanlış düzeltiminde göz önünde bulundurulması gereken bazı faktörlerdir. Bu çalışmanın amacı öğretmenlerin ve farklı dil seviyelerindeki öğrencilerin yanlış düzeltim tercihlerini anlamaktır. Katılımcılar 242 öğ renci ve 5 İngilizce öğretmenidir. Çalışma için başlangıç ve alt-orta seviyede 5 saatlik ses kaydı yapılmış tır. Öğrencilerin dil seviyeleri American Language Course Placement Test ile ölçülmüştür (bkz. Tablo 1). Öğrencilerin tercihlerini öğrenmek için bir anket, öğretmenlerin tercihlerini öğrenmek için yarı yapılandırılmış görüşme kullanılmış tır. Araştırmanın sonuçları öğretmenlerin tercihleri ve yaptıkları arasında çeliş ki olduğunu ortaya koymuş tur. Yapılan kayıtlar sonucunda öğretmenlerin farklı dil seviyelerinde aynı düzeltme yöntemleri kullandıkları görülmüş, ancak öğretmenler görüşmede farklı dil seviyelerine iliş kin farklı düzeltme yöntemleri kullandıklarını belirtmişlerdir. Farklı dil seviyelerine iliş kin olarak, öğrencilerin yanlış düzeltim tercihleri değişmektedir.
Errors are an inevitable part of learning. Students make errors during learning process and these errors show that students are actually testing their hypothesis about language. Therefore, how errors are corrected and teachers’ awareness about the issue is important. Students’ preferences, their level of language proficiency, object of the course are some factors that affect treatment of errors. This study aims to shed light on teachers’ and learners’ preferences on error correction in different levels of proficiency. The participants were 242 learners and five English teachers. Five sessions in beginner and low-intermediate classes were voice recorded. American Language Course Placement test was used to measure proficiency level of the students (see Table 1). A questionnaire was adopted to learn about students’ preferences on error correction and to learn about the preferences of instructors, semi-structured interviews were conducted. The results of the study show controversy regarding what teachers believe and do in practice. In the records, it was seen that teachers make use of similar correction techniques but the interview results indicated teachers believe different techniques should be used for learners with different proficiency levels. Regarding proficiency level, it was observed that students with different proficiency levels preferred different correction techniques.
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