Türkiye ve Azerbaycan’da kullanılan B1-B2 düzeyinde yabancı dil olarak ingilizce öğretimindeki ders kitaplarında geçen karşılıklı konuşmaların toplumedimbilimsel karşılaştırmalı çözümlemesi

Farklı toplumlar toplumsal mesafeyi, toplumsal gücü, hak ve yükümlülükleri, ve söylem edimlerinin yükünün ağırlığını farklı şekilde ölçerler. Bu fark yabancı dil öğrenenleri toplumedimbilimsel yanlışlar yapmaya meyilli kılar. Bu tür yanlışların düzeltilmesi öğrenen bireylerin toplumsal (ya da siyasi, dini ve ahlaki) konularda haklı hassasiyetleri nedeniyle zordur. Ancak, yapılan araştırmalar, öğretimin öğrenenlerin dil kullanımının toplumedimbilimsel yönlerinden farkındalığının yükseltilmesinde etkili olduğunu gösteriyor. Buna rağmen, toplumedimbilimsel öğelerin ikinci veya yabancı dil öğretimi kitaplarında nasıl ele alındığıyla ilgili neredeyse hiçbir araştırma bulunmamaktadır. Ders kitaplarının, dil öğrenenlere toplumedimbilimsel gelişim için girdi sağlamak açısından gerekliliğini dikkate alarak, biz Türkiye’de tasarlanmış ve devlet okullarında kullanılan yabancı dil olarak ingilizce kitaplarını, ve Azerbaycan’da tasarlanmış ve devlet okullarında kullanılan benzer kitapları bu kitaplardaki karşılıklı konuşmalarda toplumedimbilimsel ve onunla ilişkili öğelerin nasıl ele alındığını değerlendirmek amacıyla karşılaştırdık. Araştırmanın sonuçları Türkiye ve Azerbaycan ders kitapları arasında söylem edimleri, dikey uzaklık, ve toplumsal olarak belirlenmiş hak ve yükümlülüklerin ağırlığı açısından anlamlı farklılıkların olduğunu ortaya koymuştur. Bu farklılıklar, diğer yandan, söylem durumlarının yetersiz şekilde sunulduğu ile açıklanabilir. Bu araştırmayla biz, ders kitabı yazarlarının dikkatini toplumedimbilimsel açıdan daha nitelikli ders kitaplarının hazırlanmasına yöneltmeyi, ve ikinci ve yabancı dil öğretenlere ve öğrenenlere, uygun dil kullanımının toplumedimbilimsel yetinin kazanılması ile gerçekleşebileceği inancını kazandırmayı amaçladık.

A comparative sociopragmatic analysis of the dialogues in Turkish and Azerbaijani B1-B2 EFL textbooks

Different communities assess social distance, social power, rights and obligations, and degree of imposition usedin specific speech acts differently. As a result of this difference, foreign language learners are likely to makesociopragmatic failure. This kind of failure is harder to correct because of the learners’ justifiable sensitivity insocial (or political, religious, and moral) matters. Nevertheless, the research has proven the effectiveness ofinstruction on development of learners’ awareness of sociopragmatic aspects of language use. However, there isalmost no investigation on the representation of sociopragmatic variables in second or foreign language textbooks.Considering that textbooks are essential for providing input for the learners in development of their sociopragmaticcompetence, we compared EFL textbooks designed for and employed in public schools of Turkey with thosedesigned for and employed in public schools of Azerbaijan, to evaluate how sociopragmatic and related variableshave been addressed in dialogues present in these textbooks. The results of the investigation revealed that thereare some significant differences between Turkish and Azerbaijani textbooks regarding representation of speechacts, vertical distance, and strength of socially defined rights and obligations. These differences, on the other hand,can be accounted for by the inadequate representation of speech situations. By this study, we aspired to drawtextbook writers’ attention to such inadequacies elimination of which may result in sociopragmatically moreadequate textbooks, and attract second- or foreign language teachers and learners’ attention on the significance ofsociopragmatic competence for appropriate language use.© 2020 JLLS and the Authors - Published by JLLS.

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