Elif Kemaloglu-Er, Hatice Özata

Yabancı dil olarak İngilizce sınıflarındaki grup çalışmalarında düzenek değiştirme

Düzenek değiştirmenin yabancı dil olarak İngilizce öğrenilen, özellikle aynı anadili paylaşan öğrenicilerin olduğu sınıflarda yaygın bir özellik olduğu bildirilmiştir. Ancak yabancı dil olarak İngilizce öğrenilen bağlamlardaki grup çalışmalarında düzenek değiştirmeyle ilgili çok az çalışma vardır. Bu çalışma yabancı dil olarak İngilizce öğrenilen ortamlardaki aynı ana dili paylaşan öğreniciler arasındaki grup çalışması etkileşimlerinde düzenek değiştirmenin uygulanma nedenlerini araştırmayı amaçlamaktadır. Veriler yabancı dil olarak İngilizce öğrenilen bir ortamdaki grup çalışması süreçlerinin gözlemleri ve öğrencilere verilen açık uçlu anketler yoluyla toplanmış ve tematik olarak analiz edilmiştir. Sonuçlara göre, grup çalışmalarında düzenek değiştirme temelde dört amaca hizmet etmektedir: i) eşdeğerlik arayışı, ii) anlamın netleştirilmesi, iii) görev prosedürünü takip etme, iv) duygusal ifade. Görev türünün spontan konuşma görevi ya da ürün üretme görevi olup olmaması ve öğrencilerin kayıt modunda olma ve kayıt modunda olmama durumu da düzenek değiştirmenin oranını etkilemiştir. Bir diğer bulguya göre ise öğretim görevlisinin sınıfta anadil kullanımı öğrencileri düzenek değiştirmeye sevkedebilmektedir. Öğrenciler İngilizceden ana dillerine, özellikle yeterlik eksikliğinden ve ana dil iletişimini kaygılarını ve duygularını ifade etmede kullanışlı bir yol bulmalarından dolayı geçiş yaptıklarını belirtmişlerdir. Düzenek değiştirmenin dayanışmayı inşa eden bir unsur ve görev amaçlarını ve etkileşimsel akıcılığı başarmada bir araç olduğu bulunmuştur. Bu bulgular, düzenek değiştirmenin yabancı dil olarak İngilizce sınıflarındaki grup çalışmalarında pedagojik olarak yararlı amaçlara hizmet edebileceğine işaret etmektedir.

Codeswitching in group work in EFL classes

Codeswitching is reported to be a common feature of group work in EFL classes, particularly those with learnerssharing the same native language. On the other hand, there is little research on codeswitching in group work inEFL contexts. This study aims to investigate the reasons why codeswitching is employed in EFL group workinteractions among learners who share the same native language. The data were collected via observations of groupwork processes and open-ended questionnaires given to the students and thematically analysed. According to thefindings, codeswitching in group work served mainly four types of purposes: i) search for equivalence, ii) meaningclarification, iii) following task procedure and iv) emotional expression. The task type being a spontaneousspeaking task or an outcome production task and the students’ being in an on-record or off-record mode alsoaffected the extent of codeswitching. Another finding was that the instructor’s use of L1 in the classroom mightderive students to switch codes. The students reported that they switched from English to their native languageparticularly due to their lack of proficiency and the fact that they found L1 communication a convenient way ofexpressing their concerns and emotions. Codeswitching was found to be a builder of solidarity and a means ofachieving task targets as well as interactional fluency, implying that it can serve pedagogically useful purposes ingroup work in EFL classes.© 2020 JLLS and the Authors - Published by JLLS.

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