Konumlandırma lı Ortak Zemin Oluşturulması: Amerika'da Yaşayan Türk Öğrencilerin Dil Sosyalleşmesi

Bu çalışma, Kecskes ve Zhang'in (2009) ortak zemin dinamik modelini, konumlandırma teorisiyle (Davies ve Harre, 1990) bağdaştırarak, Amerika'da okuyan Türk öğrencilerin ikinci dil sosyalleşmeleri üzerine ışık tutmayı hedeflemektedir. Bu amaçtan yola çıkarak, çalışma Amerika'da bir üniversitede düzenlenen 23 Nisan Ulusal Egemenlik ve Çocuk Bayramı resepsiyona katılan Türk öğrencilerin diğer Amerikalı konuşmacılarla aralarındaki söylemleri analiz etmektedir. Çalışmanın bulguları, Türk öğrencilerle Amerikan öğrencilerin ortak zemin oluşturmak ve birbirlerini konumlandırmak için benzer strateji ve becerileri kullandıklarını ortaya koymuştur. Bu çalışma, ikinci/yabancı dil öğrenen/kullanan (Cook, 1999) kişilerin hedef dildeki söylemsel uygulamaları benimsemeleri konusunda desteklenmesi gerektiğini vurgulamaktadır. Çalışma ayrıca, ikinci/yabancı dil sosyalleşmesi üzerinde yapılacak uzun süreli etnografik çalışmaların ve hedef dilde yer alan gerçek sosyal etkileşimi yansıtacak öğretim tekniklerinin gerekliliğini ortaya koymaktadır.

Common Ground for Positioning: A discourse Analysis on Second Language Socialization

Applying Kecskes and Zhang's (2009) dynamic model of common ground in positioning theory (Davies & Harre, 1990), the present study aims to explore the second language (L2) socialization of Turkish students through the discursive processes as well as the skills they adopted in social interactions with the American speakers during a formal reception at an American university. The findings indicated that the Turkish students endorsed similar discursive processes not only to establish common ground as the American speakers', but also to position themselves in the speech context. This study highlights that engaging in real-life conversations with the target language speakers (Gumperz, 1996) encourages L2 learners/users (Cook, 1999) to embrace the discursive practices that are shared within a particular speech community. It also provides suggestions for future research embracing more longitudinal/ethnographic approahes to examine L2 socialization as well as teaching implications for instructional materials and contexts that reflect authentic social encounters.

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