Yabancı Dil Olarak İngilizce Öğrenenlerin ve Öğretmenlerinin Yapı Odaklı Öğretime Dair Görüşleri

Çalışma, İngilizceyi yabancı dil olarak öğrenen 20 genç yetişkin üniversite öğrencisi ve öğretmenlerinin Yapı Odaklı Öğretim Tasarımı (YOÖT) ile ilgili görüşlerini içeren nitel bir araştırma desenine sahiptir. YOÖT, Ellis'in (1998, 2016) girdi, algılamalı girdi, çıktı ve geri bildirim öğretim aşamaları ile oluşturulmuştur ve bu aşamalara ek olarak edimsel çıkarım aşaması ile desteklenmiştir. Çalışma, katılımcıların öğrenci ve öğretmen günlükleri ve yarı yapılandırılmış görüşmeler yoluyla YOÖT’a yönelik görüşlerine odaklanmayı amaçlamaktadır. Tümevarımsal bir içerik analizi ile veri üçlemesi yapılmış bulgular, YOÖT’ın hem öğrenciler hem de öğretmen için faydalarını ortaya koymuştur. Bu faydalardan birkaçını listelemek gerekirse, YOÖT öğrencilere keşifler yapma, dil öğrenmek için çaba gösterme, öğrenmeyi teşvik etme ve duygusal, bilişsel ve mesleki boyutlarda diğer gelişmeleri gösterme fırsatlarını sağlamıştır. Ayrıca, YOÖT öğretmenin motive olmasına ve sürece daha aktif bir şekilde dahil olmasına yardımcı olmuştur. Öte yandan, uygulanan YOÖT ile aktivitelere dahil olmaya yönelik engeller, duygusal faktörler ve koşullar nedeniyle motivasyon ve dikkat eksikliği gibi bazı sınırlı sayıdaki olumsuz konuları gündeme getirmiştir. Bununla birlikte, öğretmenin öğrencilerin başarılarını ve gelişimlerini dikkate alması açısından bu faktörler ve koşulların ciddi derecede önemli olduğu vurgulanmıştır. Buna göre, çalışma İngilizcenin yabancı dil olarak öğretildiği ortamlarda YOÖT’ı kullanmak için çeşitli yöntemsel ve pedagojik öneriler ile sonuçlanmaktadır.

English As a Foreign Language Learners’ and Their Teacher’s Feedback on Form Focused Instruction

The study employs a qualitative research methodology incorporating Form Focused Instructional Design (FFID) with 20 young adult university students of English and an EFL university teacher. The FFID was aided with the Ellis’ (1998, 2016) instructional stages of input, intake, output, feedback, and the stages were backed up with uptake as an addition. The study targets dwelling on the participants’ views towards FFID via learner and teacher journals and semi-structured interviews. Through an inductive content analysis, the triangulated findings indicated the benefits of FFID available both to the learners and the teacher. To list a few, FFID afforded opportunities for learners to make discoveries, engage with learning the language, promote learning and show other developments in affective, cognitive and professional dimensions. FFID also assisted the teacher to be motivated and get engaged within the process more actively. On the other hand, FFID raised limited negative issues such as the inhibitors to engage in tasks and lack of motivation and attention due to affective factors and conditions. However, these factors and conditions are identified as significantly important for the teacher to consider students’ achievement and development. Accordingly, the study concludes with several methodological and pedagogical implications to run FFID in EFL settings.

___

  • Akiyama, Y. (2019). Using Skype to focus on form in Japanese telecollaboration: Lexical categories as a new task variable. In M. Khosrow-Pour (Ed.) Computer-assisted language learning: Concepts, methodologies, tools, and applications (pp. 617-647). USA: IGI Global.
  • Boostan Saadi, S., & Saeidi, M. (2018). The effect of input-based and output-based focus on form instruction on learning grammar by Iranian EFL learners. Journal of English Language Pedagogy and Practice, 11(22), 74-90.
  • Cabaroğlu, N., & Rathert, S. (2017). Learner perceptions of an inclusion of bilingual activities to teach English as a foreign language. International Journal of Language Academy, 5(7), 160-180.
  • Coşgun Ögeyik, M. (2018). The comparative effectiveness of noticing in language learning. International Review of Applied Linguistics in Language Teaching, 56(4), 377-400.
  • Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press. Ekanayaka, W. I., & Ellis, R. (2020). Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition?. System, 94, 102341.
  • El-Dakhs, D. (2014). So, can grammar teaching work? QScience Connect, 6, 1-8.
  • El-Dakhs, D.A.S. (2015). The integration of form-focused instruction within communicative language teaching: Instructional options. Journal of Language Teaching and Research, 6(5), 1125-1131.
  • Ellis, R. (1990). Instructed second language acquisition. Oxford: Basil Blackwell.
  • Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32(1), 39-60.
  • Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51 (Supplement 1), 1-46.
  • Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405-428.
  • Ellis, R. (2020). Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners, 2(1), 4-27.
  • Fuente, M. (2006). Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research 10(3), 263-295.

  • Gholami, L., & Gholami, J. (2020). Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes. Language Teaching Research, 24(2), 189-219.
  • Good, T. L., & Lavigne, A. L. (2017). Looking in classrooms. 11th Ed. Abington: Oxon: Routledge.
  • Hassanzadeh, M., & Salehizadeh, M. J. (2020). Focus on form options in second language pronunciation instruction: The case of lexical stress. TESOL Journal, 11(2), e486.
  • Heidari-Shahreza, M. A. (2018). Focus on form and fun: EFL learners' playful language-related episodes (PLREs). TESL-EJ, 22(2), n2.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler [Scientific research method: concepts, principles, tecniques]. Ankara: Nobel.
  • Kırkgöz, Y. (2007). English Language Teaching in Turkey: Policy Changes and their Implementations. RELC Journal, 38(2), 216-228.
  • Koçak, A. (2020). Turkish tertiary level EFL learners’ recognition of relative clauses. Journal of Language and Linguistic Studies, 16(4), 1637-1655.
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York, NY: Longman.
  • Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249.
  • Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27(3), 361-86.
  • Loewen, S. (2018). Focus on form versus focus on forms. The TESOL Encyclopedia of English Language Teaching, 5, 1-6.
  • Long, M. (1996). The role of the linguistic environment in second language acquisition. In Ritchke, W. C. & Bhatia, T. K. (Eds.), Handbook of language acquisition: Second language acquisition (pp. 413-468). New York, NY: Academic Press.
  • Mennim, P. (2007). Long-term effects of noticing on oral output. Language Teaching Research 11(3), 265–280.

  • Millard, D. J. (2000). Form-focused instruction in communicative language teaching: Implications for grammar textbooks. TESL Canada Journal, 18(1), 47–57.
  • Rahimi, S., Ahmadian, M., Amerian, M., & Dowlatabadi, H. R. (2020). Comparing Accuracy and Durability Effects of Jigsaw Versus Input Flood Tasks on the Recognition of Regular Past Tense/-ed. SAGE Open, 10(2), 2158244020919505.
  • Saldaña, J. (2021). The coding manual for qualitative researchers (4th Ed.). Los Angelas, CA: Sage.
  • Schmidt, R. W. (1990). The role of consciousness in second learning. Applied Linguistics, 11(2), 129-158.
  • Shabani, K., & Hosseinzadeh, S. (2019). A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing. Innovation in Language Learning and Teaching, 13(1), 76-92.
  • Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263–300.
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden, (Eds.), Input in second language acquisition (pp. 235-256). Rowley, MA: Newbury House.
  • Tedick, D. J., & Young, A. I. (2018). Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction. International Journal of Bilingual Education and Bilingualism, 21(3), 303-318.