İngilizcenin Yabancı Dil Olarak Öğretildiği Sınıflarda Sözlü Düzeltici Dönütlerin Kullanımının Araştırılması: Bir Devlet Üniversitesinde Durum Çalışması

Bu sınıf araştırması, ana dili İngilizce olmayan bir İngilizce öğretmeninin İngilizceyi yabancı dil olarak öğrenen öğrencilere nasıl düzeltici dönüt sunduğunu araştırmaktadır. Daha detaylı bir şekilde, bu çalışma öğrencilerin yaptığı dil hatalarını ortaya çıkarmayı, öğretmenlerin bu hatalara hangi tür düzeltici dönüt verdiğini ve öğrencilerin bu dönütleri kavrama düzeylerini ortaya çıkarmayı hedeflemiştir. Veri, ses kaydı kullanılarak toplanmış; bu veri öğrencilerin hata türlerini, öğretmenin verdiği düzeltici dönüt türlerini ve öğrencilerin kavrama oranlarını bulmak için detaylı bir şekilde analiz edilmiştir. Sonuçlar; dil bilgisi hatalarının en çok yapılan, sözcüksel hataların en az yapılan hata türü olduğunu göstermiştir. Ayrıca, çalışma direkt düzeltmenin en çok kullanılan düzeltici dönüt türü olduğunu, açıklama isteği türünün de en az tercih edilen dönüt türü olduğunu ortaya çıkarmıştır. Verilen tüm düzeltici dönütlerin de öğrenciler tarafından yüzde yüz oranla kavrandığı ve dönütlerden sonra öğrencilerin hatalarını başarılı bir şekilde düzelttikleri görülmüştür.

Anahtar Kelimeler:

Hata düzeltme, sınıf araştırması, sözlü düzeltici dönüt

Exploring the Use of Oral Corrective Feedback in Turkish EFL Classrooms: A Case Study at a State University

This classroom-based research investigated how a non-native teacher of English provided corrective feedback to Turkish EFL learners. More specifically, the study aimed to identify language errors produced by the students, corrective feedback types employed by the teacher, and students’ uptake rate following the provided feedback. The data were collected through audio-recording, transcribed, and analyzed in detail for the type of learner errors, type of teacher feedback, and rate of learner uptake. The results revealed that grammatical errors were found to be the most produced error type, and lexical errors were found to be least produced error type. The study also indicated that recast was the most frequently preferred, and clarification request was the least frequently preferred corrective feedback type by the teacher. It was also found that all feedback types led to successful correction of erroneous utterances of the students with 100% learner uptake rate.

Keywords:

Error correction, classroom-based research, oral correc-tive feedback,

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