BRIDGING THE SOCIO-COGNITIVE DIVIDE: RETHINKING THE WILLINGNESS TO COMMUNICATE CONCEPT FROM A CONVERSATION-BASED ELF PERSPECTIVE
Bu çalışma, İletişim Kurma İstekliliği kavramı ile ilgili daha önce yapılmış olan araştırmaları genişleterek, İletişim Kurma İstekliliği kavramını İngilizce'nin ortak dil olarak kullanıldığı Singapur'da orta dereceli bi okulda test etmektedir. Bu şekilde, İletişim Kurma İstekliliği kavramına yeni bir boyut kazandırılmaktadır. Çin'den göç etmiş bir öğrenciyi de içeren sınıf içi etkileşimlere odaklanarak ve o öğrencinin bir okul senesi boyunca İletişim Kurma İstekliliğinin nasıl değiştiğini inceleyerek, bu çalışma Ortak Dil olarak İngilizce'nin İletişim Kurma İstekliliğinin kavramsallaştırılmasını geliştirebileceğini ileri sürmektedir. İletişim Kurma İstekliliğinin bu şekilde kuramsal ve yöntemsel olarak yenilenmesi giderek globalleşen eğitim düzeninde göçmen öğrencilerin yaşanılan ve öğrenilen tecrübelerini göz önüne almak için son derece önemlidir.
Extending earlier research on the concept of Willingness to Communicate (WTC) (e.g., MacIntyre et al., 1998), this paper tests the WTC concept on a secondary school in Singapore where English is used as a lingua franca. In doing so, a layer of complexity is added to the WTC concept. By focusing on classroom interactions involving one immigrant student from China and examining how her WTC changes over the course of a school year, this paper argues that the sociolinguistic notion of English as a Lingua Franca (ELF) can enhance earlier conceptualizations of WTC. Such a theoretical and methodological renovation of WTC is vitally important in order to take into account the lived and learning experiences of immigrant students in an increasingly globalized education landscape.
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- ISSN: 1307-4733
- Yayın Aralığı: Yıllık
- Başlangıç: 2007
- Yayıncı: -