Inıtıatıng round robıns ın the l2 classroom – Prelımınary observatıons

Süreç içi gerçekleşen aktivite tamamlamanın bağımlı işleyişi üzerine son zamanlardaki etkileşimsel araştırmanın devamı olarak bu makale yabancı dil sınıflarında aktivitelerin organizasyonu ve yönetimine özgü olan çevrimsel sırayı incelemektedir. Bu, öğretmen söyletimlerini takip eden öğrenci katılımını kısıtlayan, geleneksel ve kalıplaşmış bir sınıf organizasyonu şekli olarak görülebilir. Bu makale göstermektedir ki, çevrimsel sıra uygulaması bazı etkileşimsel özellikleri devre dışı bıraksa da, sözkonusu yöntem yine de katılımcıların sürmekte olan aktiviteye karşılıklı yönelimleri neticesinde gerçekleşmektedir. Çalışmamız çevrimsel sıranın başlatıldığı ardışık pozisyonu, bunun katılımcıların konuşmaları ve fiziksel aktiviteleriyle nasil gerçekleştiğini, ve çevrimsel sıra aktivitesini başlatan söz sırasının nasıl tasarlandığını tasvir etmektedir. Çevrimsel sıra aktivitesinin başlatılması ve devam ettirilmesiyle bağlantılı olarak; sınıfın fiziksel düzenlemesi, yapıtlar ve grafik yapılar, öğrenmeye ilişkin aktivitede sadece bağdaştırıcı araçlar olarak değil, aynı zamanda bu (farzedilen) öğrenme aktivitelerinin ortaya çıktığı sürmekte olan etkileşimin organizasyonuna yapı bakımından bağıntılı özellikler olarak da kullanılmaktadır.

Complementing recent interactional research on the contingent operation of online task accomplishment, this paper deals with a specific way of organizing and managing tasks in plenary L2 classrooms – namely the round robin. This may seem like a “traditional” and rigid form of classroom organization that reduces students’ contributions to responses to the teacher’s elicitations. This paper shows that although the round robin puts certain interactional features out of play, it is nonetheless done in and through participants’ mutual orientation to the ongoing activity. The paper describes the sequential position in which round robins are initiated and how this is talked and embodied into being by the participants as well as the design of the turn that initiates the round robin activity. Relevant to the initiation and further development of the round robin are the physical arrangement of the classroom and artefacts and graphic structures that are used not only as mediating tools in the (supposed) learning relevant activity, but also as structurally relevant features to organize the ongoing interaction, in which these activities emerge.

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