TEACHERS’ PERCEPTIONS OF OTHER TEACHERS’ SPONTANEOUS HAND GESTURING IN THE EFL CLASSROOM
Jestlerin sınıf ortamında çok önemli bir öğe olduğuna dair kanıtların her geçen gün artmasına rağmen, onlardan yabancı dil olarak İngilizce sınıflarında tam olarak ne zaman yararlanacağımız henüz belli değildir.Nitel bir yönteme dayanan bu çalışma, bir grup öğretmenin bir yabancı dil olarak ingilizce öğretmenin video kaydını izledikten sonra jestleri nasıl algıladıklarını incelemektedir. Veri, bir anket ve kayıt altına alınan yarı yapılandırılmış görüşmeler yoluyla internet ortamında toplanmıştır. Gönüllüler son bir ay içerisinde İngilizce öğretiyorlardı veya öğretmişlerdi ve bu çalışmada rol almak için araştırmacıya sosyal medya aracılığıyla ulaşmışlardır. Çalışmanın sonuçları göstermektedir ki öğretme sırasında öğretmenler jestlerin önemini kesinlikle kabul etmektedirler ve çoğunlukla belirli jestlere belirli işlevleri atfetmektedirler. Genel olarak, sonuçlar jest ve ikinci dil edinimine dair çeşitli eğitimsel öneriler sunmaktadır ve öğretmenlerin sınıfta kullandıkları jestlerin tamamen farkında olmalarına yönelik açıklamaları desteklemektedir.Anketler, öğretmenlerin kendi öğretimlerini izleme imkanlarının sınırlı olduğunu açıklamaktadır ve jestlerin çok daha önemli bir rol oynaması gerektiğini göstermektedir
The evidence for gesture being a vital element in the classroom is becoming insurmountable; however, it remains to be seen how long it will take to be fully utilized in the EFL classroom. This study, using a qualitative descriptive methodology, briefly examines how a group of teachers perceive gesturing after viewing a video performance of an EFL practitioner. All of the data was collected online via a questionnaire and a recorded semi-structured interview. Volunteers were, or had been, teaching English within the past twelve months and approached the researcher to take part in the study via social media. The results of the study suggest that teachers fully acknowledge the importance of gesture and commonly attribute similar functions to specific gestures within a teaching performance. Overall, the results offer numerous pedagogical implications for gesture and SLA and support previous assertions regarding the need to make teachers fully aware of the gestures they use in the classroom. Analysis of the questionnaires also revealed that teachers seldom have the opportunity to view their own teaching and suggests that gesture needs to play a much greater role within critical reflective practice
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- ISSN: 1307-4733
- Yayın Aralığı: Yıllık
- Başlangıç: 2007
- Yayıncı: -
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