VYGOTSKY’NİN SOSYOKÜLTÜREL TEORİSİ BAKIŞ AÇISINDAN YAZMA ÖĞRETİMİ

Bu çalışma, Vygotsky’nin Sosyokültürel Teorisi kapsamında hazırlanmış yazmaöğretimi ile ilgili çalışmaları incelemektedir. İkinci/ yabancı dil öğrenim ve öğretimbağlamlarında, Vygotsky’nin Sosyokültürel Teorisi pek çok araştırmacı için yeni ve farklı birbakış açısı sunmaktadır. Bu çalışma, Sosyokültürel Teori bakış açısıyla yazma öğretimialanının temel öğelerini özetlemekte ve başlıca konularına göre bu çalışmaları sınıflamaktave analiz etmektedir.Çalışma, bu alanda belli başlı araştırmaların anahtar öğelerini kısaca özetleyerek başlamakta, daha sonra Vygotky’den ve onun ikinci/ yabancı dil öğrenim ve öğretim alanındaki takipçilerinden (Lantolf, Wells ve digerleri) esinlenerek hazırlanmış çalışmaları detaylarıyla incelemektedir. Yabancı dil öğretimi alanındaki yazma öğretimi ile ilgili çalışmalar ana hatlarıyla araştırma odaklarına göre sınıflandırılmış ve bu araştırmaların genel sınırlılıkları belirtilmiştir. Bu çalışmada üzerinde durulan iki önemli sınırlılık kavramlardaki belirsizlik ve anadilin (fazlaca) kullanımıdır. Makale, bu alanda yapılabilecek yeni çalışmalara yönelik tavsiyelerle son bulmaktadır. Temel tavsiye akranlarla işbirliğinin yazmanın tüm alanlarında yaygınlaştırılması ve işbirlikli yazmanın çeşitli türlerinin etkinlikleri üzerine yeni çalışmalar yapılmasıdır.

Anahtar Kelimeler:

Vygotsky’nin Sosyokültürel Teorisi, yazma, akran dönütü, işbirlikli yazma

WRITING FROM A SOCIOCULTURAL THEORY OF MIND PERSPECTIVE

This paper reviews the studies on teaching writing from a sociocultural framework. Vygotskyan Sociocultural theory of mind (SCT) has been presented as an alternative to mainstream research in second and/or foreign language learning and teaching contexts. This paper examines key elements of writing from a SCT perspective and reviews the studies on writing according to their orientations. It groups the studies based on their research focus and addresses their limitations. Two basic limitations of the studies are (a) the vagueness in concepts and (b) (over)use of first language. Examples about these limitations are given in the study. The study closes with suggestion for further research. The main direction for further research, as argued in this study, would be the increased focus on peer collaborative writing in different phases of writing (e.g., while planning, during writing or while editing and revising) and incorporating different versions of collaborative writing and measuring their effectiveness.

Keywords:

Vygotskyan Sociocultural theory, writing, peer feedback, collaborative writing,

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