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İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN TÜRK ÖĞRENCİLERİN İLETİŞİM KURMA İSTEKLİLİĞİNİ TEŞVİK EDEN VE ENGELLEYEN ÖĞRETMEN ÖZELLİKLERİ

Year 2018, Volume: 11 Issue: 2, 14 - 29, 29.12.2018

Abstract

İngilizceyi yabancı dil olarak öğrenenlerin
iletişim kurma istekliliğini etkileyen bağlamsal ve bireysel etmenlerin yanı
sıra öğretmenlerin öğrencilere yönelik dersteki yaklaşımları ve öğretim
yöntemleri gibi öğretmen özelliklerinin de bu duyuşsal yapı üzerinde teşvik
edici ve engelleyici etkilerinin olabileceği ilgili alan yazında öngörülmektedir.
Bu çalışmalar, öğretmen kaynaklı etmenleri anlamlandırmada oldukça etkili olsa
da öğretmenin bizzat kendisinin yabancı dil öğrenenlerin iletişim kurma
istekliliği üzerindeki öncelikli etkisini konu edinen çalışmalar nadirdir. Bu
yüzden bu çalışma, yabancı dil öğretmeninin sınıftaki uygulamalarını
inceleyerek öğrenenlerin iletişim kurma istekliliği üzerinde ne tür etkilerinin
olabileceğini araştırmaktadır. Çalışma özel bir dil okulunda, beş yetişkin
öğrenci ve ana dili İngilizce olmayan bir öğretmenin katılımıyla
gerçekleştirilmiştir. Çalışmanın verileri, bir aylık bir sürede öğrencilerle
gerçekleştirilen yarı- yapılandırılmış görüşmeler, katılımcı olmayan gözlemler,
öğrenci yansıtıcı günlükleri ve öğretmen yansıtıcı raporu aracılığıyla elde
edilmiş ve NVivo 11 Pro nitel veri analiz yazılımı aracılığıyla analiz
edilmiştir. Çalışmanın bulguları değerlendirildiğinde, öğretmenin öğrencilerine
olan desteğinin, artan bekleme süresinin, geciktirilmiş hata düzeltmesinin,
konuşma konusu ve etkinliğine dair verdiği kararların ve sınıf içinde ve
dışında öğrencilerle iletişim kurarken öğrencilerin anadilini kullanmaktan
kaçınmasının öğrencilerin yabancı dilde iletişim kurma istekliliğini teşvik
ettiği gözlemlenmiştir. Çalışmada elde edilen verilerden hareketle
öğretmenlerin, yabancı dil öğrenenlerin iletişim kurma istekliliğini teşvik
eden öğretmen kaynaklı eylemler hakkında farkındalıklarının artması ve
böylelikle sınıftaki uygulamalarında daha bilinçli ve etkili olabilmelerine
katkı sağlanması umulmaktadır. 

References

  • Asmalı, M. (2016). Willingness to communicate of foreign language learners in Turkish Context. Social and Behavioral Sciences,232, 188 – 195.
  • Bergil, A.S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia - Social and Behavioral Sciences 232, 177 – 187.
  • Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39, 468- 479.
  • Cao, Y. , & Philip, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34, 480-493.
  • Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd Ed.). NJ: Pearson Education, Inc.
  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.
  • Demir Ayaz, A. (2017). The relationship between EFL learners’ language learning strategy use, willingness to communicate, and L2 achievement. International Journal of Language Academy, 5(5), 78-92.
  • de Saint Léger, D.,& Storch, N. (2009).Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285.
  • Dörnyei, Z.,& Kormos, J.(2000).The role of individual and social variables in oral task performance. Language Teaching Research, 4, (3), 275-300.
  • Dörnyei, Z.(2005). The psychology of language learner: Individual differences in second language acquisition. Mahva, N.J.: Lawrence Erlbaum.
  • Fallah, N. (2014).Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modelling approach. Learning and Individual Differences,30, 140-147.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: the Japanese ESL context. Second Language Studies, 20(2), 29–70.
  • Hsu, L. (2010). The impact of perceived teachers’ nonverbal immediacy on students’ motivation for learning English. Asian EFL Journal, 12 (4),188-204.
  • Hsu, L. (2014). An exploration of the effects of college English teacher misbehaviours on students’ willingness to communicate in English classes. American Journal of Educational Research, 2 (11),1050-1059.
  • Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33, 277-292. Khodarahmi, E., & Nia, Z. M. (2014). EFL teachers` classroom discipline strategies and learners` willingness to communicate in English inside the classroom. Procedia - Social and Behavioral Sciences,98, 976 – 981.
  • Lu, Y., & Hsu, C.F. (2008). Willingness to communicate in intercultural interactions between Chinese and Americans. Journal of Intercultural Communication Research, 37(2), 75-88.
  • MacIntyre, P.D. (1994). Variables underlying willingness to communicate: A casual analysis. Communication Research Reports, 11, 135- 142.
  • MacIntyre, P.D., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82,545-562.
  • MacIntyre,P.D., Babin, P., & Clément, R.(1999). Willingness to communicate: antecedents and consequences. Communication Quarterly, 47,215-233.
  • MacIntyre, P.D., Burns, C., &Jessome, A. (2011). Ambivalence about communicating in a second language: A qualitative study of French immersion students’ willingness to communicate. The Modern Language Journal, 95, 81-96.
  • McCroskey, J.C., & Richmond, V.P. (1991). Willingness to communicate: A cognitive view. In: Both-But-terfield, M. (Ed.), Communication, cognition and anxiety. Sage, Newbury Park: CA, pp. 19- 44.
  • Mesgarsharh, A. & Abdollahzadeh, E. (2014).The impact of teaching communication strategies on EFL learners' Willingness to Communicate. Studies in Second Language Learning and Teaching,4( 1), 51-76.
  • Mirsane,M.& Khabiri, M. (2016). The effect of teaching communicative strategy on EFL learners’ willingness to communicate.Theory and Practice in Language Studies, 6(2), 399-407.
  • Montasseri,Z. & Razmjoo, S.A. (2015). The effect of using competitive and cooperative teaching on the WTC of Iranian EFL learners. International Journal of Language and Applied Linguistics, 1(3), 54-61.
  • Nazari, A.,& Allahyar, N. (2012). Increasing willingness to communicate among English as a foreign language (EFL) students: effective teaching strategies. Investigations in University Teaching and Learning,8,18-29.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd Ed.). London: Sage.
  • Peng, J. E. (2007). Willingness to communicate in the Chinese EFL classroom: A cultural perspective. In: Liu, J.(Ed.), English Language Teaching in China: New Approaches, Perspectives, and Standards. Continuum, London, pp.250- 269.
  • Peng, J. E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40, 203- 213.
  • Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: a qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
  • Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up. Journal of Teacher Education, 37, 43– 50. Shamsudin, M., Othman, M., Jahedi, M., & Aralas, D. (2017). Enhancing English learners’ willingness to communicate through debate and philosophy inquiry discussion. English Language Teaching, 10, (8), 145-152.
  • Savaşçı, M. (2014). Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level. Procedia - Social and Behavioral Sciences, 16, 2682 – 2686.
  • Strauss, A. & Corbin, J. (1990). Basics of qualitative research. Grounded theory procedures and techniques. Newbury Park: California: Sage.
  • Şener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3, 91-109. Vongsilla, V., & Reinders, H. (2016). Making Asian Learners Talk: Encouraging Willingness to Communicate. RELC Journal, 47(3), 331– 347.
  • Wen, W. P., & Clement, R. (2003). A Chinese conceptualization of willingness to communicate in ESL. Language, Culture and Curriculum, 16, 18-38.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9th ed.). Ankara: Seçkin Yayıncılık.
  • Zarrinabadi, N. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System, 42, 288- 295.
  • Zhong, Q. (2013). Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior. System 41, 740–751.
Year 2018, Volume: 11 Issue: 2, 14 - 29, 29.12.2018

Abstract

References

  • Asmalı, M. (2016). Willingness to communicate of foreign language learners in Turkish Context. Social and Behavioral Sciences,232, 188 – 195.
  • Bergil, A.S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia - Social and Behavioral Sciences 232, 177 – 187.
  • Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39, 468- 479.
  • Cao, Y. , & Philip, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34, 480-493.
  • Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd Ed.). NJ: Pearson Education, Inc.
  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.
  • Demir Ayaz, A. (2017). The relationship between EFL learners’ language learning strategy use, willingness to communicate, and L2 achievement. International Journal of Language Academy, 5(5), 78-92.
  • de Saint Léger, D.,& Storch, N. (2009).Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285.
  • Dörnyei, Z.,& Kormos, J.(2000).The role of individual and social variables in oral task performance. Language Teaching Research, 4, (3), 275-300.
  • Dörnyei, Z.(2005). The psychology of language learner: Individual differences in second language acquisition. Mahva, N.J.: Lawrence Erlbaum.
  • Fallah, N. (2014).Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modelling approach. Learning and Individual Differences,30, 140-147.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: the Japanese ESL context. Second Language Studies, 20(2), 29–70.
  • Hsu, L. (2010). The impact of perceived teachers’ nonverbal immediacy on students’ motivation for learning English. Asian EFL Journal, 12 (4),188-204.
  • Hsu, L. (2014). An exploration of the effects of college English teacher misbehaviours on students’ willingness to communicate in English classes. American Journal of Educational Research, 2 (11),1050-1059.
  • Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33, 277-292. Khodarahmi, E., & Nia, Z. M. (2014). EFL teachers` classroom discipline strategies and learners` willingness to communicate in English inside the classroom. Procedia - Social and Behavioral Sciences,98, 976 – 981.
  • Lu, Y., & Hsu, C.F. (2008). Willingness to communicate in intercultural interactions between Chinese and Americans. Journal of Intercultural Communication Research, 37(2), 75-88.
  • MacIntyre, P.D. (1994). Variables underlying willingness to communicate: A casual analysis. Communication Research Reports, 11, 135- 142.
  • MacIntyre, P.D., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82,545-562.
  • MacIntyre,P.D., Babin, P., & Clément, R.(1999). Willingness to communicate: antecedents and consequences. Communication Quarterly, 47,215-233.
  • MacIntyre, P.D., Burns, C., &Jessome, A. (2011). Ambivalence about communicating in a second language: A qualitative study of French immersion students’ willingness to communicate. The Modern Language Journal, 95, 81-96.
  • McCroskey, J.C., & Richmond, V.P. (1991). Willingness to communicate: A cognitive view. In: Both-But-terfield, M. (Ed.), Communication, cognition and anxiety. Sage, Newbury Park: CA, pp. 19- 44.
  • Mesgarsharh, A. & Abdollahzadeh, E. (2014).The impact of teaching communication strategies on EFL learners' Willingness to Communicate. Studies in Second Language Learning and Teaching,4( 1), 51-76.
  • Mirsane,M.& Khabiri, M. (2016). The effect of teaching communicative strategy on EFL learners’ willingness to communicate.Theory and Practice in Language Studies, 6(2), 399-407.
  • Montasseri,Z. & Razmjoo, S.A. (2015). The effect of using competitive and cooperative teaching on the WTC of Iranian EFL learners. International Journal of Language and Applied Linguistics, 1(3), 54-61.
  • Nazari, A.,& Allahyar, N. (2012). Increasing willingness to communicate among English as a foreign language (EFL) students: effective teaching strategies. Investigations in University Teaching and Learning,8,18-29.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd Ed.). London: Sage.
  • Peng, J. E. (2007). Willingness to communicate in the Chinese EFL classroom: A cultural perspective. In: Liu, J.(Ed.), English Language Teaching in China: New Approaches, Perspectives, and Standards. Continuum, London, pp.250- 269.
  • Peng, J. E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40, 203- 213.
  • Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: a qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
  • Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up. Journal of Teacher Education, 37, 43– 50. Shamsudin, M., Othman, M., Jahedi, M., & Aralas, D. (2017). Enhancing English learners’ willingness to communicate through debate and philosophy inquiry discussion. English Language Teaching, 10, (8), 145-152.
  • Savaşçı, M. (2014). Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level. Procedia - Social and Behavioral Sciences, 16, 2682 – 2686.
  • Strauss, A. & Corbin, J. (1990). Basics of qualitative research. Grounded theory procedures and techniques. Newbury Park: California: Sage.
  • Şener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3, 91-109. Vongsilla, V., & Reinders, H. (2016). Making Asian Learners Talk: Encouraging Willingness to Communicate. RELC Journal, 47(3), 331– 347.
  • Wen, W. P., & Clement, R. (2003). A Chinese conceptualization of willingness to communicate in ESL. Language, Culture and Curriculum, 16, 18-38.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9th ed.). Ankara: Seçkin Yayıncılık.
  • Zarrinabadi, N. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System, 42, 288- 295.
  • Zhong, Q. (2013). Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior. System 41, 740–751.
There are 37 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ogün İlter

Publication Date December 29, 2018
Submission Date October 1, 2018
Acceptance Date November 15, 2018
Published in Issue Year 2018 Volume: 11 Issue: 2

Cite

APA İlter, O. (2018). İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN TÜRK ÖĞRENCİLERİN İLETİŞİM KURMA İSTEKLİLİĞİNİ TEŞVİK EDEN VE ENGELLEYEN ÖĞRETMEN ÖZELLİKLERİ. Erzincan Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(2), 14-29.