Uzatılmış bekleme süresi odağında öğretmen adaylarının sınıf etkileşimi yönetimi için bir farkındalık arttırma uygulaması

Bu çalışma farkındalık arttırmanın İngilizce öğretmen adaylarının sınıf ve materyal modlarında yabancı dil olarak İngilizce bağlamında uzatılmış bekleme zamanı kullanmasına etkisini araştırmaktadır ve uzatılmış bekleme zamanının sınıfta etkileşim ihtimallerini arttırmadaki yerini göz önünde bulundurmuştur. Uzatılmış bekleme zamanından faydalanmak Sınıf Etkileşimsel Edincinin bir göstergesidir ve dolayısıyla başarılı dil öğretmenleri için gerekli bir beceridir. Bu sebeple, bu çalışma öğretmen adaylarının uzatılmış bekleme zamanı kullanımını ve farkındalık arttırmanın daha başarılı bir kullanıma yol açıp açmadığını incelemektedir. Bu çalışma yedi sınıf video kaydı ve öğretmen adaylarıyla yapılan iki geri bildirim görüşmesini analiz eden nitel bir desene sahiptir. Sınıf video kayıtları Konuşma Çözümlemesinin dizi düzeni, söz sırası alma ve onarım yöntemleriyle incelenmiştir ve yansıtıcı görüşme oturumları katılımcıların uygulama hakkındaki görüş ve algılarına odaklanarak Betimsel Analiz ile analiz edilmiştir. Bulgular yapılan farkındalık arttırma eğitiminin katılımcıların uzatılmış bekleme zamanını Sınıf Etkileşimsel Edinç bağlamının bir parçası olarak etkin kullanımını geliştirdiğini göstermektedir, ve öğrencilerin katılım ve konuşmak için kendi kendini seçmesinde de faydalı etkileri olduğu bulunmuştur. Çalışma daha özel olarak uzatılmış bekleme zamanı açısından Sınıf Etkileşimsel Edincinin gelişiminin bir süreç halinde gerçekleştiğini tespit etmiştir. Bu çalışma sınıf etkileşiminin yönetimi hakkında içgörüler sunmaktadır ve İngilizce öğretmeni eğitim ve gelişimi için öneriler sunmaktadır.

Anahtar Kelimeler:

Bekleme zamanı, sınıf etkileşimsel edinci, konuşma çözümlemesi, farkındalık arttırma, İngiliz dili eğitimi

The Implementation of awareness raising for pre-service teachers’ management of classroom interaction with a focus on extended wait-time

This study investigates the effect of awareness raising on pre-service English teachers’ utilization of extended wait-time in an English as a foreign language context in material and classroom context modes, and it considers the place of extended wait-time in increasing the prospects of interaction in classrooms. Utilizing extended wait-time is an indicator of Classroom Interactional Competence, and thus it is an essential skill for successful language teachers. Accordingly, this paper studies pre-service English teachers’ extended wait-time use, and whether awareness raising gives way to teachers’ more successful utilization of it. This study has a qualitative methodological design analyzing seven classroom video recordings and two feedback interviews with the pre-service teachers. The classroom video recordings were analyzed considering the sequential analysis, turn-taking and repair mechanism of Conversation Analysis, and the reflection interview sessions were analyzed via Descriptive Analysis focusing on the participants’ views and perceptions about the implementation. The findings suggested that the training in the form of awareness raising improved the participants’ efficient use of extended wait-time as a part of Classroom Interactional Competence, and it was also found to have beneficial effects on students’ participation and self-selection. The study more specifically found that the development in Classroom Interactional Competence with regard to extended wait-time happens in a continuum. This study offers insights into management of classroom interaction, and it provides some suggestions for English language teacher training and development.

Keywords:

Wait-time, classroom interactional competence, conversation analysis, awareness raising, English language teaching,

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