İngilizce Öğretiminde Sözlü İletişim Hatalarının Düzeltilmesi: Farklı Dil Düzeylerindeki Türk Öğrencilerin Tercihleri

Yabancı dil sınıflarında sözlü iletişim hatalarının düzeltilmesi konusunun anlaşılması oldukça önemlidir, çünkü öğrencilerin yabancı dilde konuşma isteklerini azaltma ve konuşma akışını kesme tehlikesi vardır. Öğrencilerin dil düzeyi, sözlü iletişim sürecindeki endişeleri ve özgüvenleri açısından önemli bir faktördür. Bu nedenle, öğrencilerin bu konudaki tercihleri hakkında görüşe sahip olmak, yabancı dil sınıflarında daha başarılı hata düzeltme deneyimlerinin yaşanmasına yardımcı olacaktır. Bu çalışma, İngilizce dilini yabancı dil olarak öğrenen Türk öğrencilerin sözlü iletişim hatalarının düzeltilmesi ile ilgili tercihlerini incelemiştir. Farklı iki dil düzeyindeki öğrencilerden elde edilen veriler, her iki öğrenci grubunun konuşurken yaptıkları çıkarmıştır. Bununla beraber, dil düzeyleri farklı öğrenciler arasında, hata düzeltmenin sıklığı, zamanı, düzeltilen hata türleri, düzeltme yöntemi ve kim tarafından düzeltildiği konularında anlamlı farklar olduğu gözlenmiştir. Elde edilen sonuçların, İngilizce dilinin yabancı dil olarak öğretilmesi alanındaki bulgulara olan katkıları tartışılmıştır.

Correcting Spoken Errors in English Language Teaching: Preferences of Turkish EFL Learners at Different Proficiency Levels

Understanding the process of correcting spoken errors in language classrooms is quite important because there is always the risk of disturbing the flow of communication and the risk of decreasing motivation and willingness of students to communicate in the target language. The proficiency level of language learners is an important factor on their anxiety and self-confidence in oral communication. For this reason, insights about the preferences of students at different proficiency levels will help implementing more successful corrective feedback sessions in teaching any foreign language. This study investigated the preferences of Turkish learners of English about the correction of spoken errors. Data collected from students at two different proficiency levels revealed that both groups of students preferred receiving corrective feedback for spoken errors. However, significant differences were observed between low and high-level students regarding the types of spoken errors, the time, ways and source of corrective feedback. The results obtained were discussed in terms of the contributions to the findings in the field of teaching English as a foreign language.

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