Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

Başarılı bir öğrenme için, öğretmenlerin ve dil öğrenenlerin beklentilerini karşılamak vazgeçilmezdir. Öğretmenler, öğrencilerin neyi ve nasıl öğrenmek istedikleri hakkında ne düşündüklerini ve ne hissettiklerini bilmelidirler. Bunu dikkate alarak, bu çalışma yetişkin EFL öğrencilerinin hata düzeltme konusundaki tercihlerini ve beklentilerini belirlemeye çalışır. Araştırma, 9 İngilizce öğretmeni ve bir Türk devlet üniversitesinin, hazırlık sınıflarında İngilizce okuyan 150 üniversite öğrencisiyle gerçekleştirildi. Veriler gözlem yoluyla toplanmış, öğretmenler ve öğrencilerle yapılan görüşmelerin yanı sıra hem öğretmenlere hem de öğrencilere yönelik bir anket yapılmıştır. Veriler, öğrencilerin hangi hata düzeltme stratejilerini en etkili bulduklarını belirlemek için analiz edilmiştir. Bu çalışmayı, katılan öğrenci sayısı nedeniyle daha geniş bir bağlamda genelleştirmek zor olsa da, bulgular, öğrencilerin hata düzeltme tercihlerinin daha iyi anlaşılması için değerli bilgiler sağlar. Bu makale, farklılıkların yalnızca farklı yeterlilik seviyelerinde ve sınıflarda gerekliliği, sıklığı, uygulanması ve hata düzeltmenin etkinliliği gibi konularda ortaya çıktığını göstermektedir. Bulgular, öğretmen ve öğrencilerin, tekrarlanan sözlü ve yazılı hatalara ilişkin anında geri bildirim gibi bazı stratejiler üzerinde hemfikir olmalarına rağmen, öğretmenlerin daha sık ve yanlışları derhal düzeltmelerinin yanı sıra, öğrencilerin kendileri ve akranlarını düzeltmedeki rolleri ve sorumlulukları konusunda uyuşmazlıklar olduğunu göstermektedir. Öğrencilerin ihtiyaçlarını ve tercihlerini karşılamak için uygulamaların öğrencilere nasıl uyarlanması gerektiği konusunda, öğretmen ve öğrenciler arasında belirgin bir farklılığının olduğu sonucuna varılmıştır. Bu bağlamda, farklı beklentilerin tanımlanması ve ölçülmesi sınıftaki öğretme ve öğrenme faaliyetlerini güçlendirerek, pratik olarak her iki tarafa da fayda sağlayacaktır.

Anahtar Kelimeler:

hata düzeltme, uyuşmazlık, öğrenci tercihleri

Exploring the Gap Between Teachers’ and Learners’ Preferences about Error Correction

For successful learning, meeting the expectations of teachers and language learners is indispensable. Teachers should be aware of what learners think and feel about what and how they desire to learn. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English teachers and 150 university students studying English at preparatory classes of a Turkish state university. Data were collected through observation, interviews with teachers and learners as well as a questionnaire that was conducted to both teachers and learners. The data has been analysed to identify which strategies the students perceived to be the most effective. Although it is hard to generalize this study into a larger context due to the number of the students involved, the findings provide valuable information for a better understanding of learners’ preferences for error correction. The paper indicates that differences arise exclusively on the issues such as the necessity, frequency, deliverance and effectiveness of error correction at different proficiency levels and classrooms. The findings show that although teachers and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the teacher as well as the learners’ role and responsibilities in correcting themselves and their peers. It is concluded that there is evident divergence of attitudes among teachers and students on how teaching practices should be tailored to meet students’ needs and preferences. In this context, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.

Keywords:

error correction, mismatches, learner preferences,

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