Tim GREER

175

APPEALING TO A BROKER: INITIATING THIRD-PERSON REPAIR IN MUNDANE SECOND LANGUAGE INTERACTION

Etkileşimsel onarım genellikle bir veya iki ana katılımcıyla gerçekleşir, ki bu ya sorun kaynağının sahibi konuşmacının kendisinin onunla ilgileneceği ya da bir alıcının onarımı başlatacağı ve bazen de muhtemel bir çözüm sunacağı anlamına gelir. Ancak, bazen üçüncü bir kişi de onarıma dahil olabilir ki bu 'aracılık' (Bolden, 2011, 2012) olarak bilinir. Bu aracılar, özellikle alıcının bir ikinci dil konuşmacısı olduğu durumlarda, ana alıcılara sorunla başa çıkmaları için yardım sağlayarak konuşmaya aracılık ederler. Bu yüzden, aracılık katılımcı kümesini yeniden şekillendirir ve ilgili kimlik kategorilerini ve epistemik düzenleri devreye sokar. Konuşma Çözümlemesi yöntemini kullanarak, deneyimsiz bi İngilizce konuşmacısının aracılık için üçüncü bir kişiye başvurduğu durumların derlemesini inceleyerek ve başarılı olmuş ve başarısızlığa uğramış aracılık teşebbüslerindeki konuşmanın dizisel, şekilsel ve epistemik özelliklerini vurgulayarak, bu araştırma hattını geliştireceğim. Bu çalışmada kullanılan veri aile yanında kalma bağlamında video kayıt altına alınan çok katılımcılı akşam yemeği konuşmaları bütüncesinden alınmıştır

Interactional repair usually involves one or two primary participants, meaning that either the speaker of a trouble source attempts to deal with it on his or her own or else a recipient initiates the repair and sometimes provides a candidate solution. However, occasionally a third person may also become involved in a form of repair that has been called 'brokering'. Such brokers mediate the talk, providing the primary recipient with assistance in dealing with the trouble, particularly in cases where the recipient is an L2 speaker. Brokering therefore momentarily reconstitutes the participant constellation and invokes relevant identity categories and epistemic hierarchies. Adopting a Conversation Analytic approach, I build on this line of inquiry by examining a collection of cases in which a novice speaker of English appeals to a third person for brokering, highlighting sequential, embodied and epistemic features of the talk in both successful and aborted bids for brokering. The data are taken from a corpus of multi-party dinner table talk video-recorded in a homestay context

___

  • Alwan, F. (2006). An analysis of English language teachers' perceptions of curriculum change in the United Arab Emirates. (Unpublished doctoral dissertation). University of Exeter, Great Britain.
  • Arıkan, A. (2005). Students' evaluation of literature courses in an English language teacher education curriculum in Turkey. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 20, 77-85.
  • Barrow, R. (1984). Giving teaching back to teachers: A critical introduction to curriculum theory. Brighton: The Althouse Press.
  • Beattie, M. & Thiessen, D. D. (1997). School-based restructuring and curriculum change: Teachers' and students' contrasting perspectives. The Curriculum Journal, 8(3), 411-440.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(3), 3-15.
  • Breen, M. P. (2001). Syllabus design. In R. Carter & D. Nunan (Eds.), The Cambridge guide to TESOL, (pp. 151-159). Cambridge: Cambridge University Press.
  • Brown, J. D. (1995). The elements of language curriculum. Boston: Heinle and Heinle Publishers.
  • Brown, A. & Dowling, P. (1998). Doing research/reading research. London: Falmer Press.
  • Carl, A. (2005). The 'voice of the teacher' in curriculum development: A voice crying in the wilderness? South African Journal of Education, 25(4), 223-228.
  • Carless, D. (1999). Large scale curriculum change in Hong Kong. In C. Kennedy, P. Doyle & C. Goh (Eds.), Exploring Change in English Language Teaching, (pp. 19-37). Oxford: Macmillan.
  • Chan, J. K. S. (2010). Teachers' responses to curriculum policy implementation: Colonial constraints for curriculum reform. Educational Research for Policy and Practice, 9, 93- 106.
  • Cohen, L., Manion, L., & Morrison, K. (2009). Research methods in education (4th ed.). London: Routledge.
  • Coşkun, A. & Daloğlu, A. (2010). Evaluating an English language teacher education program through Peacock's model. Australian Journal of Teacher Education, 25(6), 24-42.
  • Çelik, S. & Arıkan, A. (2012). A Qualitative Study of the Effectiveness of Teacher Education Programs in Preparing Primary School English Language Teachers. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32, 77-87.
  • Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration and processing. NJ: Lawrence Erlbaum Associates.
  • Eisner, E. W. (2000). Those who ignore the past...: 12 'easy' lessons for the next millennium. Journal of Curriculum Studies, 32(2), 343-357.
  • Elliott, B., Brooker, R., Macpherson, I., & McInman, A. (1999). Curriculum leadership as mediated action. Teachers and Teaching, 5(2), 171-185.
  • Finch, M. A. (1981). Behind teacher's desk: the teacher, the administrator, and the problem of change. Curriculum Inquiry, 11(4), 321-342.
  • Flores, M. A. (2005). Teachers' views on curriculum changes: Tensions and challenges. The Curriculum Journal, 16(3), 401-413.
  • Fullan, M. (1993). Change forces: Probing the depth of educational reform. London: The Falmer Press.
  • Fullan, M. (1999). Change forces: The sequel. London: The Falmer Press.
  • Fullan, M. (2001a). Leading in a culture of change. SF: Jossey-Bass.
  • Fullan, M. (2001b). The new meaning of educational change. NY: Teachers College Press.
  • Glaser, B. G. (1996). Grounded theory: An interview with A. Lowe. Programme 8 of Doing a PhD in Business and Management. Glasgow: Univ. of Sterling & Heriot-Watt University.
  • Hadley, G. S. (1999). Innovative curricula in tertiary ELT: A Japanese case study. ELT Journal, 53(2), 92-99.
  • House, E. (1974). The politics of educational innovation. CA: McCutcheon Publishing.
  • Johnson, K. R. (1989). The second language curriculum. Cambridge: CUP.
  • Kavak, Y., Aydin, A., & Akbaba Altun, S. (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007). Ankara: Yükseköğretim Kurulu Yayını.
  • Kelly, A.V. (2009). The curriculum: Theory and practice (6th ed.). London: Sage.
  • Kızıltan, N. (2011). Pre-service EFL teachers' attitudes towards language acquisition courses. Journal of Language and Linguistics Studies, 7(1), 72-86.
  • Kirk, D. & Mcdonald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies, 33(5), 551-567.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. CA: Sage.
  • Kvale, S. (2007). Doing interviews. London: Sage.
  • Lamie, J.M. (2005). Evaluating change in English language teaching. Basingstoke: Palgrave Macmillan.
  • Mackey, A. & Gass, S. M. (2005). Second language research: Methodology and design. NJ: Lawrence Erlbaum Associates.
  • Markee, N. (1997). Managing curricular innovation. NY: CUP.
  • McGrail, E. (2005). Teachers, technology and change: English teachers' perspectives. Journal of Technology and Teacher Education, 13(1), 5-24.
  • McKay, S. (1980). On notional syllabus. Modern Language Journal, 64, 179-186.
  • McKernan, J. (2008). Curriculum and imagination: Process theory, pedagogy and action research. London: Routledge.
  • Nation, I. S. P. & Macalister, J. (2010). Language curriculum design. London: Routledge.
  • Ornstein, A. C. & Hunkins, F. P. (1998). Curriculum: Foundations, principles and issues (3rd ed.). Boston: Allyn and Bacon.
  • O'Sullivan, M. (2004). The reconceptualisation of learner-centred approaches: A Namibian case study. International Journal of Educational Development, 24(6), 585-602.
  • Ögeyik, M. (2009). Evaluation of English language teaching education curriculum by student teachers. Üniversite ve Toplum, 9(1).
  • Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research, 13(3), 259-78.
  • Putnam, R. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
  • Rea-Dickens, P. & Germaine, K.P. (1998). Managing evaluation and innovation in language teaching: Building Bridges. London: Longman.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: CUP.
  • Roberts, J. (1998). Language teacher education. London: Arnold.
  • Rodgers, T. (1989). Syllabus design, curriculum development and policy determination. In R. K. Johnson (Ed.), The Second Language Curriculum, (pp. 24-34). New York: CUP.
  • Russell, B. (1950). Unpopular essays. London: Allen and Unwin.
  • Sezgin, G. (2007). An exploratory study of curricular change in an EFL context, (Unpublihed master's dissertation), Bilkent University: Ankara.
  • Sharkey, J. (2004). ESOL teachers' knowledge of context as critical mediator in curriculum development. TESOL Quarterly, 38(2), 279-299.
  • Shkedi, A. (2006). Curriculum and teachers: An encounter of languages and literatures. Journal of Curriculum Studies, 38(6), 719-735.
  • Troudi, S. & Alwan, F. (2010). Teachers' feelings during curriculum change in the United Arab Emirates: opening Pandora's box. Teacher Development, 14(1), 107-121.
  • Yavuz, A. & Topkaya, E. (2013). Teacher educators' evaluation of the English language teaching program: a Turkish case. Novitas-Royal (Research on Youth and Language), 7(1), 64-83.
  • Young, M. F. D. (1998). The curriculum of the future. Philadelphia, PA: Falmer Press.
  • YÖK. (2006). Eğitim fakültesi öğretmen yetiştirme lisans programları. Meteksan: Ankara.
  • White, R. (1995). The ELT curriculum: Design, innovation and management. Cambridge: Blackwell.
Novitas-Royal-Cover
  • ISSN: 1307-4733
  • Yayın Aralığı: Yıllık
  • Başlangıç: 2007
  • Yayıncı: -
Arşiv
Sayıdaki Diğer Makaleler

LECTURERS' VIEWS OF CURRICULUM CHANGE AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY

MEHMET SERCAN UZTOSUN, Salah TROUDI

WHEN THE TOKENS TALK: IRF AND THE POSITION OF ACKNOWLEDGEMENT TOKENS IN TEACHER-STUDENT TALK-IN-INTERACTION

Rizwan-ul HUQ, Alia AMIR

GRAMMAR AS A JOINT ACHIEVEMENT: CO-CONSTRUCTIONS IN L2 INTERACTIONS

Neiloufar FAMILY, Natalia DURUS, Gudrun ZIEGLER

VALIDATING MYSELF-AS-A-LEARNER SCALE (MALS) IN THE TURKISH CONTEXT

İsmail Hakkı ERTEN

APPEALING TO A BROKER: INITIATING THIRD-PERSON REPAIR IN MUNDANE SECOND LANGUAGE INTERACTION

Tim GREER