Nature of literary discussions in an advanced-level foreign language literature course in a Turkish EFL setting
Başlık çevirisi mevcut değil.
- Tez No: 400238
- Danışmanlar: PROF. DEBORAH J. HASSON
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2007
- Dil: İngilizce
- Üniversite: Florida State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Ortaöğretim Alan Öğretmenliği Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 281
Özet
Özet yok.
Özet (Çeviri)
The main aim of this study was to examine the nature of literary discussions in anadvanced level English literature class in a Turkish EFL (English as a Foreign Language)setting. The focus of the study was the discursive features of a foreign language literaturecourse offered in a Turkish university. The discursive structure of the discussions, thetypes of teacher questions and the occurrences of learner uptake and teacher revoicinghave been analyzed to identify the nature of the literary discussions. Teacher?s andstudents? perceptions of the on-going discourse and their views about the distribution ofthe roles, power relations and authority have been studied as well. In other words, bothacademic and social aspects of the classroom discourse were addressed to understand`what-is-going-on? in an advanced level foreign language literature class.Literary discussions in second/foreign language literature classrooms have not beenstudied thoroughly (Donato & Brooks, 2004; Kim, 2004; Mantero, 2001) and studies thatinvestigate what is happening in literature courses during literary discussions are veryfew in number. As it is often articulated, previous research on the use of literature insecond and foreign language teaching focused mostly on the reading comprehension ofcultural texts (Donato & Brooks, 2004), and very few studies have investigated the verbalinteractions of second/foreign language learners in literature discussions (Kim, 2004). Areview of previous studies and books that are devoted to the relationship betweenliterature and language learning demonstrate that the study of literature seems to entailmostly receptive skills: for the most part reading and literacy development, and onlysometimes writing or speaking.Following a Vygotskyan/ Bakhtinian sociocultural theory perspective, this studyfocused on text-based talk in whole group discussions. It aimed to contribute to theliterature by providing naturalistic, uncontrolled data about the nature of literarydiscussions in an advanced level English literature course. In other words, by analyzingthe nature of whole group discussions in a college level foreign language literaturecourse, this study sough to provide empirical data regarding the nature of discussions in aliterature class, which in turn might offer some insights about the validity of the claimthat the study of literature in the collegiate curriculum is useful in developing foreignlanguage proficiency.Natural and systematic video recordings of the class sessions for one semester, fieldnotes taken as a non-participant observer and semi-structured interviews constituted theprimary data sources. The main aim of using multiple data collection techniques wasgetting various perspectives of the same classroom phenomenon to increase thecredibility of this study. Another concern of the study was getting the insider?sperspective and understanding of the classroom interaction.In this study, the following research questions have been addressed:(1) What is the nature of literary discussions in an advanced level literature coursein a Turkish EFL setting based on the analyses of (a) discursive structure of thediscussion, (b) types of the questions, (c) learner uptake, and (d) revoicing move of theteacher?(2) How do the issues of teacher control and features of teacher? and students? rolesemerge in the analysis of the above mentioned constructs and interview data?To have a better understanding of the discursive structure of the discussions, Ianalyzed five features of the discussions, namely (a) initiation move of the discussions,(b) major patterns of the moves, (c) general structure of the discourse, (d) level of studentutterances, and (e) final turn of the discussions. Findings of the study revealed that (a) theteacher acted as the initiator of the discussions (97%) and the students assumed passiveroles in the initiation move, (b) traditional IRE, extended IRE and open-endeddiscussions constituted three major patterns of moves. Out of these three, traditional IREsequences dominated the discussions, (c) there were 19 episodes (out of 69) that met therequirements of dialogically-oriented episodes, (d) analysis of the students? level ofutterances revealed that, overall, students found the chances to use English in meaningsituations in all levels of talk. Students? utterances were mostly in sentence level (48%),and discourse level talk was very low throughout the semester (2%), (e) the teacher hadthe last word in almost all of the discussions (98%). The analysis of the teacher questionsrevealed that the teacher held control of the classroom discourse by questions. She asked1,607 questions during nine weeks of recordings. On average she asked a question every26.4 seconds during literary discussions. The total numbers of authentic and testquestions were quite close, and they represented 34% and 37% of questions respectively.Total number of non-classified question in nine weeks was 389, which corresponded to24% of all questions.Quite contrary to what was anticipated, there were not many instances of learneruptake during nine weeks of videorecordings. During 69 episodes, there were only 18instances of learner uptake. On average, there were 2 instances of uptake in a weekduring the three-hour class session. There were 201 instances of teacher revoicing in nineweeks of recordings. Revoicing was taken as a sign of teacher appreciation of studentcontribution, because it validated students? ideas and put them into the play of discussion(Nystrand, 1997).Regarding the second question that inquired about the social texture of thediscussions, I suggested that the dominance of the teacher during the major moves (e.g.initiation, evaluation, and finalization), the frequency of traditional IRE sequences, thehigh proportion of monologically oriented discussions and the frequent use of questionssignaled the teacher?s tight control on the classroom discourse. On the other hand, theproportionate distribution of types of questions, frequency of authentic questions in theinitiation move and instances of teacher revoicing were verification of the teacher?swillingness to loosen the control.When I analyzed major teacher and student roles, I observed that the teacherassumed the roles of an asker, evaluator, and authority in the classroom. Other majorteacher roles involved model of target language, guide, source of information, monitor,prompter, organizer and orchestra leader. Students assumed sometimes active andsometimes passive roles during the discussions. In the interviews, they usually talkedabout passive roles such as answering teacher questions, learning what the teacher wastrying to teach, coming to class prepared and passing the exam. However, during theclassroom discussions, sometimes, they moved beyond their traditional roles, andinitiated new topics, asked questions, changed the flow of the conversation andchallenged teacher?s authority. Some of the findings of this study differed from otherstudies that examined similar subjects mostly in the favor of a more learner-centereddiscourse: These findings were (a) ratio of types of teacher questions (Nystrand, 1997;Donato & Brooks, 2004); (b) further analysis of initiation and finalization moves(Haneda, 2005; Richards, 2006); (c) dialogically and monologically oriented discussions(Nystrand et al 2003); and (d) roles of the teacher and students (Boyd & Maloof, 2000;Mantero, 2001). Other findings such as tight teacher control in the form of questions,dominance of traditional IRE sequences, presence of traditional teacher roles andimposition of meaning in some instances implied traditional classroom practices.Based on these findings, it was difficult to claim that literary discussions in thiscourse reached high levels of student engagement and students freely discussed any topicin their minds, as it was not fair to say students spoke too little and did not find anychance to elaborate their ideas because of tight teacher control. Overall interpretationswere parallel with Akyel and Yalcin?s (1990) comments about the place of literature inEnglish education in the Turkish context: The Turkish educational system was ?waveringbetween modern and traditional practices? (p. 174). Other than some methodologicallimitations that most other qualitative studies have to face, the effects of camera on theteacher and students, and difficulties in coding were acknowledged as limitations.Prolonged engagement and utilizing outside raters, respectively, were the measure takento tackle with these limitations.As a possible pedagogical implication, Gibson?s (2006) remarks regarding theeffects of discourse on teaching and learning were reaffirmed. From a socioculturalperspective, Gibbons argued that teacher?s main role in student learning was that ofmediation and the fundamental premise of teaching as mediation was ?the recognitionthat both language and content learning depend on the nature of the dialogue betweenteacher and students? (p. 174). This premise reminds teachers being aware of thediscourse in the classroom because discourse as a tool can impede or facilitate theemergence of learning opportunities in many classrooms.
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