İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENENLERİN STRATEJİK VE PRAGMATİK YETKİNLİKLERİNİN SİMÜLASYON AKTİVİTELERİ YOLUYLA İNCELENMESİ
Author :
Abstract
Küreselleşme ve yeni dil öğretim teorileri ile birlikte, öğrencilerin İngilizce konuşmalarda yetkin olması beklenmektedir. Ancak bu, İngilizcenin yabancı dil olarak öğretildiği bağlamlarda oldukça zorludur. Ders kitabı ve sınıf içindeki dil hedef dilin gerçekliğinden farklı olduğu için, İngilizceyi yabancı dil olarak öğrenen öğrencilerin çok az pratik yapma şansı olmaktadır. Bu araştırmada, simülasyon etkinlikleri kullanılarak aradaki uçurumu kapatmak hedeflenmiştir. Ayrıca, simülasyonlar öğrencilerin stratejik yetisini de geliştirebilmektedir. Bunun yanı sıra stratejiler sosyal olarak kabul edilen ve uygun görülenlerle de örtüşmelidir. Başarılı bir konuşma inşa etmek ve onu sürdürmek açısından değeri göz önüne alındığında, stratejik ve pragmatik yetkinliği arttırmak son derece önemlidir. Dolayısıyla bu araştırma, yabancı dil bağlamının doğası ile İletişimsel Yaklaşım’ın gereksinimleri arasındaki uçuruma katkı sağlamayı amaçlamaktadır.
Araştırma, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin stratejik ve pragmatik yetkinliklerini simülasyon etkinlikleri yoluyla incelemektedir. Bu araştırma için lisede öğrenim gören otuz katılımcı ölçüt örneklem kullanılarak seçilmiştir. Ölçüt, bireylerin 1) lisede İngilizceyi yabancı dil olarak öğrenen öğrenci olmasını ve 2) B1 seviyesinde İngilizce yeterliliğine sahip olmasını gerektirmektedir.
Araştırma üç aşamada gerçekleştirilmiştir. Öncelikle, katılımcılar ön test olarak çoktan seçmeli Söylem Tamamlama Görevi ve stratejik yetkinlik anketine alınmıştır. Ardından, sekiz haftalık simülasyon etkinliklerine maruz bırakılmışlardır. Eğitimden sonra da aynı ölçme araçları son test olarak uygulanmıştır. Son olarak sonuçlar karşılaştırılmıştır.
Sonuçlar, eğitimden sonra katılımcıların pragmatik yetkinliklerinin istatistiksel olarak geliştiğini göstermektedir. Dahası, katılımcıların çoğunluğu tercih ettikleri dil dışı stratejiyi dilsel olanlarla değiştirmiştir. Bu sebeple, simülasyon etkinliklerinin İngilizceyi yabancı dil olarak öğrenenlerin stratejik ve pragmatik yetkinliklerini olumlu bir etkilediği sonucu çıkarılabilir.
Keywords
Abstract
With globalisation and recent language teaching theories, learners are required to be competent in English conversations. However, it is highly demanding in the EFL context. Since classroom and course book language differ from the target language's authenticity, EFL learners have little chance to practice. With simulation activities, the gap is attempted to fill in this research. Additionally, simulations can improve learners' strategic competence. Besides, strategies should fit in with what is socially acceptable and appropriate. Regarding their value in establishing and maintaining a successful conversation, it is significant to improve strategic and pragmatic competence. Hence, this research aims to contribute to the gap between the EFL context's nature and the Communicative Approach's requirements.
The research investigates Turkish EFL learners' strategic and pragmatic competence through simulation activities. For this research, thirty participants studying at high school were recruited using criterion sampling. The criteria required individuals to 1) be a high school EFL learner and 2) have B1 level English proficiency.
The research was conducted in three sections. First, samples were subjected to multiple-choice Discourse Completion Tasks (DCTs) and a strategic competence questionnaire as the pre-test. Following this, they were exposed to simulation activities for eight weeks. After training, the same data collecting instruments were conducted as a post-test. Finally, the results were compared.
Results show that the participants' pragmatic competence statistically improved after the training. Further, most of the samples changed their preferred strategy from non-linguistic means to more linguistic ones. Thus, it can be inferred that simulation activity positively affects the EFL learners' strategic and pragmatic competence.
Keywords
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