Conceptualising classroom interactional competence
Bu makale, Sınıf içi Etkileşimsel Yeti’nin (SEY) bir ön kavramlaştırmasını sunmaktadır. Çalışma, etkileşimi öğrenmenin merkezine koyarak, öğretmen ve öğrencilerin sınıfiçi etkileşimsel yetisini arttıracak ve daha fazla diyalog odaklı, katılımcı sınıflar yaratacak uygulamaları irdelemektedir. Yazıda konuşma çözümlemesi çıkışlı bir yöntem kullanılarak, öğrenme alanı yaratıp öğrenci katılımını şekillendirme ile ilintilendirilerek SEY’nin belli özelliklerine işaret eden sözlü örnekler sunulmuştur. Bu uygulamaların daha iyi kavranmasının öğrenmeyi iyileştirmeye ve öğrenme fırsatlarına alternatif bir yaklaşım getireceği iddia edilebilir. Ayrıca, bu uygulamalar materyal ve yöntem bazlı kararlardan sözIü iletişim odaklı sınıf kararlarına yönelme ihtiyacı doğuracaktır.
This article offers a preliminary conceptualisation of classroom interactional competence (CIC). Placing interaction at the centre of language learning, the paper considers the various practices available to both teachers and learners to enhance CIC and to produce classrooms which are more dialogic, more engaged and more focused on participation. Using a conversation analytic informed methodology, data extracts are presented to highlight specific features of CIC, relating to the ways in which space for learning is created and learner contributions ‘shaped’. I suggest that better understandings of these practices offer an alternative approach to enhancing learning and learning opportunity and highlight the need for a movement away from classroom decisions which are essentially materials -and methodology- based towards ones which are centred on spoken interaction.
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- ISSN: 1307-4733
- Yayın Aralığı: Yıllık
- Başlangıç: 2007
- Yayıncı: -