A Descriptive Study of corrective discourse in Turkish preparatory school EFL clasrooms
Başlık çevirisi mevcut değil.
- Tez No: 26840
- Danışmanlar: DR. TANNACİTO DAN J.
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1993
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 67
Özet
Özet yok.
Özet (Çeviri)
Thesis Committee Members: Dr. Linda Laube, Dr. Ruth A. Yontz, Bilkent University, MA TEFL Program Error treatment is of fundamental concern to classroom research as it presents a universal and permanent problem for teachers in all language classrooms. The present study investigated oral corrective discourse in Turkish preparatory EFL classrooms at BUSEL, Bilkent University, Ankara, Turkey. It was a descriptive case study which took a naturalistic enquiry approach. This study was classroom-centered and was carried out within the framework of a discourse analysis tradition (Chaudron, 1977). The main focus was on the corrective feedback provided by two Turkish EFL teachers to four classes comprising seventyfour Turkish EFL students. The study employed a comprehensive strategy of data and methodological triangulation, namely, classroom observation, teachers' interviews, and students' ques tionnaires. It considered a number of research questions. The first research question concerned the way oral errors were treated in the Turkish EFL classes. The study revealed that both Turkish EFL teachers exhibited a particular corrective feedback profile in their classrooms, with acceptance (showing acceptance of students' erroneous responses), and ignore (ignoring students' erroneous responses) corrective reactions being the most frequent ones, thus exemplifying non-intervention when their students committed an oral language error. The second research question regarded the EFL teachers ' actual corrective feedback provided to the students and their stated preferences for errror treatment. The teachers' actual corrective feedback showed that their concern for oral production and communication overrode concern for linguistic errors, which agreed with their expressed preferences for error treatment. The third research question pertained to the EFL students ' preferences for the amount and type of corrective feedback. The Turkish students preferred to be corrected more often than their teachers assumed,and indicated low or no preference for those corrective reactions (acceptance and ignore) which were frequently used by their teachers. However, both EFL teachers also employed those corrective strategies which were identified as mostly preferred by their students. The fourth research question related the Turkish students' preferences for corrective feedback and the EFL teachers' actual error treatment in the setting. The study demonstrated a small degree of agreement between the Turkish students' preferences and the EFL teachers' decisions for providing corrective feedback. The Turkish students indicated that they wanted to be corrected more than their teachers did correct or assumed they should correct. Both EFL teachers considered semantic errors the most important to treat while their students expressed preference for other types of errors. However, the Turkish students shared their teachers ' preferences for the corrective strategies employed in their classes.
Benzer Tezler
- The significance and the contribution of 6+1 traits of writing to the success of the students in writing courses in English language teaching
Yazmanın 6+1 özelliğinin İngilizce öğretiminde yazılı anlatım derslerindeki öğrenci başarısına katkısı ve önemi
ÖZLEM YAZAR
Yüksek Lisans
İngilizce
2004
Eğitim ve ÖğretimGazi Üniversitesiİngiliz Dili Eğitimi Ana Bilim Dalı
YRD. DOÇ. DR. PAŞA TEVFİK CEPHE
- Yabancılara Türkçe öğretiminde yazılı düzeltici dönütlerin kullanımı: Öğretmen ve öğrenci tercihleri
Use of written corrective feedback in teaching Turkish to foreigners: Teacher and student preferences
ZEHRA HİFA HITALANY
Yüksek Lisans
Türkçe
2021
Eğitim ve ÖğretimKocaeli ÜniversitesiYabancılara Türkçe Öğretimi Ana Bilim Dalı
DOÇ. DR. DOĞAN YÜKSEL
- Kolektif hafıza bağlamında sinemada Kıbrıs sorunu
Representation of the Cyprus question in Turkish cinema in context of collective memory
DUYGU ALPAN
Yüksek Lisans
Türkçe
2016
Sahne ve Görüntü SanatlarıYıldız Teknik ÜniversitesiSiyaset Bilimi ve Uluslararası İlişkiler Ana Bilim Dalı
DOÇ. DR. EVREN BALTA PAKER
- The Relationship between learners' oral errors and teachers' corrective feedback in three EFL classes
Başlık çevirisi yok
İSMAİL HAKKI ERTEN
- Kültürel miras ve kolektif bellek bağlamında toplumsal kimlik oluşumu: Açe-Endonezya kültürünün kültürel alan analizi
Social identity formation in the context of cultural heritage and collective memory: A cultural domain analysis of Aceh-Indonesian culture
DARLİS AZİS
Yüksek Lisans
Türkçe
2023
Halk Bilimi (Folklor)Üsküdar ÜniversitesiMedya ve Kültürel Çalışmalar Ana Bilim Dalı
DOÇ. DR. FERİDE ZEYNEP GÜDER