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Yazma Öncesi Faaliyetlerdeki Göndergesel Soruların Öğrencilerin Sınıf içi Katılımına ve Yazılı Üretimine Olan Etkileri

Year 2021, Volume: 10 Issue: 2, 698 - 714, 26.06.2021

Elif Kemaloğlu Er

https://doi.org/10.30703/cije.753039

Abstract

Öğretmenlerin soru türleri öğrencilerin yabancı dil gelişiminde çok önemli bir rol oynamaktadır. Öğretmen soruları arasında öğrencilerin öğretmen tarafından bilinmeyen veriler sağlamaları, görüşlerini ifade etmeleri ve kişisel bilgi ve düşünce alışverişinde bulunmalarına olanak tanımak için sorulan göndergesel sorular özellikle önemlidir zira bu sorular öğrencilerin sınıf içi katılımını ve dil üretimini etkileyebilmektedir. Yazma karmaşık bir üretim sürecidir ve yazma öncesi faaliyetler yazı performansını geliştirmek için gerekli bir adım olarak tanımlanmaktadır. Bu faaliyetlerde göndergesel sorular öğrencilerin sınıf içi katılımını ve dil üretimini teşvik etmede etkin araçlar olarak işlev gösterebilir. Ancak İngilizce dili öğretiminde yazma öncesi faaliyetlerde yer alan göndergesel sorular henüz araştırılmamıştır. Bu çalışma yazma öncesi faaliyetlerdeki göndergesel soruların biçim ve işlevlerini ve bu soruların öğrencilerin sınıf içi katılım ve yazılı üretimine olan etkileri hakkındaki öğretmen ve öğrenci görüşlerini araştırmayı amaçlamaktadır. Çalışmaya 63 İngilizce dili öğrenicisi ve kendilerine yazma eğitimi veren öğretim görevlisi katılmıştır. Veriler sınıf gözlemleri ve öğretmen ve öğrenci mülakatlarıyla toplanmış ve konuşma çözümlemesi ve tematik analiz yoluyla incelenmiştir. Sonuçlar göndergesel soruların çeşitli biçimlerde kullanıldıklarını ve üretimsel, iletişimsel, pedagojik ve motivasyonel işlevlere sahip olduklarını ortaya koymuştur. Öğretmen ve öğrenciler göndergesel soruların öğrencilerin sınıf içi katılımına ve yazılı üretimine kayda değer etkileri olduğunu vurgulamışlardır. Göndergesel soruların öğrencilerin dikkatini çektiği, konuşma motivasyonlarını arttırdığı, sözlü katılımı teşvik ettiği ve karmaşık yanıtlara yol açtığı beyan edilmiştir. Ayrıca göndergesel soruların sınıf içinde kollektif bir biçimde oluşturulan içerik yardımıyla üretilen yazılı ürünlerin oluşturulmasında yol gösterici olduğu belirtilmiştir.

Keywords

İngilizce dil öğretimi yabancı dil olarak İngilizce yazma göndergesel sorular yazma öncesi faaliyetleri

References

  • Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quarterly, 20, 77-59. https://doi.org/10.2307/3586388
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Pearson Longman.
  • Bozorgian, H. and Fallah, S. (2017). EFL learner’s speaking development: Asking referential questions. Malaysian Journal of Education, 42(2), 27-36. https://doi.org/10.17576/JPEN-2017-42.02-03
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, California: Sage.
  • Eisterhold, J. (1990). Reading/writing connections: Toward a description for second language learners. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 88-101). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524551.010
  • Ernst, G. (1994). “Talking circle”: Conversation and negotiation in the ESL classroom. TESOL Quarterly, 28, 293–322. https://doi.org/10.2307/3587435
  • Farahian, M. and Rezaee, M. (2012). A case study of an EFL teacher's type of questions: An investigation into classroom interaction. Procedia - Social and Behavioral Sciences, 47, 161-167. https://doi.org/10.1016/j.sbspro.2012.06.631
  • Grabe, W. and Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistics perspective. Longman, New York.
  • Graham, S. and Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. https://doi.org/10.1037/0022-0663.99.3.445
  • Hairston, M. (1992). Diversity, ideology and teaching writing. College Composition and Communication, 43(2), 179-193. https://doi.org/10.2307/357563
  • Hyland, K. (2014). Second language writing (12th ed.). New York: Cambridge University Press.
  • Holmes, K. P. (2003). Show, don't tell: The importance of explicit prewriting instruction. Clearing House, 76(5), 241-243. https://doi.org/10.1080/00098650309602012
  • Johnson, A. P. (2008). Teaching reading and writing: a guidebook for tutoring and remediating students. Plymouth: Rowman and Littlefield Education.
  • Kennedy, G. E. (1983). The nature and quality of compensatory oral expression and its effects on writing in students of college composition. ERIC Document 240 597.
  • Khadraoui, H. (2016). Teachers’ and students’ attitudes towards the effect of referential questions on EFL classroom interaction (Unpublished MA thesis). Larbi Ben M'Hidi University, Oum El Bouaghi, Algeria.
  • Kocer, N. (2003). The communication strategies that elementary and advanced foreign language teachers use and their effects on students’ participation in the lesson. (Unpublished MA thesis). Yildiz Technical University, Istanbul, Turkey.
  • Lally, C. G. (2000). First language influences in second language composition. The effect of pre-writing. Foreign Language Annals, (33)4, 428-432. https://doi.org/10.1111/j.1944-9720.2000.tb00623.x
  • Lay, N. D. S. (1982). Composing process of adult ESL learners: A case study. TESOL Quarterly, 16, 406.
  • Lindenmeyer, S. (1990). Study of referential and display questions and their responses in adult ESL reading classes (Unpublished doctoral dissertation). Portland State University, Portland, USA. Long, M. H. and Sato, C. J. (1983). Classroom foreigner talk discourse: Forms and functions of teachers’ questions. In H. W. Seliger and M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 3-34). Rowley, MA: Newbury House.
  • Matsuda, P. K. (2003). Process and post-process: A discursive history. Journal of Second Language Writing, 12, 65-83. https://doi.org/10.1016/S1060-3743(02)00127-3
  • Meyer, G. D. (1980). Speaking as a pre-writing activity: Its application to teaching community college freshman composition pupils. ERIC Document 185 585.
  • Morell, T. (2007). What enhances EFL students' participation in lecture discourse? Student, lecturer and discourse perspectives. Journal of English for Academic Purposes, 6, 222-237. https://doi.org/10.1016/j.jeap.2007.07.002
  • Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge: Cambridge University Press.
  • Nunan, D. and Lamb, C. (1996). The self-directed teacher. Cambridge: Cambridge University Press.
  • Ozcan, S. (2010). The effects of asking referential questions on the participation and oral production of lower level language learners in reading classes (Unpublished MA thesis). Middle East Technical University, Ankara, Turkey.
  • Peregoy, S. F., and Boyle, O. F. (2017). Reading, writing, and learning in ESL: A resource book for K-12 teachers (7th edition). New York, NY: Pearson Education.
  • Qashoa, S. H. (2012). Effects of teacher question types and syntactic structures on EFL classroom interaction. The International Journal of Social Sciences, 7(1), 52-62.
  • Richards, Jack C. and Renandya, Willy A. (2002). Methodology in language teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667190
  • Sert, O. and Seedhouse, P. (2011). Introduction: Conversation analysis in applied linguistics. Novitas Royal (Research on Youth and Language), 5(1), 1-14.
  • Seedhouse, P. (2011). Conversation analytic research into language teaching and learning. In E. Hinkel (Ed.), The handbook of research in second language teaching and learning, Volume II (pp. 345-363). London: Routledge.
  • Shi, L. (1998). Effects of prewriting discussions on adult ESL students' compositions. Journal of Second Language Writing, 7(3), 319-345. https://doi.org/10.1016/S1060-3743(98)90020-0
  • Shin, Y. (2008). The effects of planning on L2 writing: A study of Korean learners of English as a foreign language (Unpublished doctoral dissertation). The University of Iowa, Iowa, USA.
  • Sweigart. W. (1991). Classroom talk, knowledge development, and writing. Research in the Teaching of English. 25, 460-96.
  • Thompson, G. (1997). Training teachers to ask questions. ELT Journal, 51, 99-105. https://doi.org/10.1093/elt/51.2.99
  • Tompkins, G.E. (2001). Literacy for the 21st century: A balanced approach. Columbus, OH: Merrill Prentice Hall.
  • Thornbury, S. (1996). Teachers research teacher talk. ELT Journal, 50, 279-289. https://doi.org/10.1093/elt/50.4.279
  • Walsh, S. and Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266. https://doi.org/10.1111/ijal.12005
  • Xianwei, P. (2009). Effects of prewriting discussion on the language quality of argumentative writings. Chinese Journal of Applied Linguistics, 32(5), 16-24.
  • Yilmaz, S.D. (2016). The effect of syntactically different display and referential questions on students’ responses in EFL classes. International Journal of Language Academy, 4(1), 315-330.
  • Zheng, S., and Dai, W. (2012). Studies and suggestions on prewriting activities. Higher Education Studies, 2(1), 79-87. https://doi.org/10.5539/hes.v2n1p79
  • Zohrabi, M., Yaghoubi-Notash, M. and Khiahani, S.Y. (2014). Teachers’ use of display vs. referential questions across different proficiency levels. International Journal of Applied Linguistics and English Literature, 3(2), 96-100. https://doi.org/10.7575/aiac.ijalel.v.3n.2p.96

The Effects of Referential Questions in Pre-writing Activities on Students’ In-class Participation and Written Production

Year 2021, Volume: 10 Issue: 2, 698 - 714, 26.06.2021

Elif Kemaloğlu Er

https://doi.org/10.30703/cije.753039

Abstract

Types of teacher questions play a crucial role in students’ foreign language development. Among teacher questions, referential questions asked to enable students to provide data not known by the teacher, express their views and exchange personal information and ideas are particularly important as they can affect students’ in-class participation and language production. Writing is a complex production process and pre-writing activities are defined to be an essential step to improve writing performance. In these activities, referential questions may act as effective means to encourage students’ in-class participation and written production. However, referential questions in pre-writing activities in English language teaching have not yet been investigated. This study aims to investigate the forms and functions of referential questions in pre-writing activities and teacher and student views about their effects on students’ in-class participation and written production. 63 English language learners and their writing instructor participated in the study. The data were collected by classroom observations and teacher and student interviews and analysed via conversation and thematic analysis. The findings showed that referential questions were used in a variety of forms and had productive, communicative, pedagogical and motivational functions. The teacher and students emphasized that referential questions had substantial impacts on in-class participation and written production. They were reported to attract students’ attention, enhance their motivation to speak, promote oral participation and lead to complex responses. Also referential questions were stated to provide guidance for the production of written outputs generated with the help of collaboratively constructed content in the classroom.

Keywords

English language teaching English as a foreign language writing referential questions pre-writing activities

References

  • Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quarterly, 20, 77-59. https://doi.org/10.2307/3586388
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Pearson Longman.
  • Bozorgian, H. and Fallah, S. (2017). EFL learner’s speaking development: Asking referential questions. Malaysian Journal of Education, 42(2), 27-36. https://doi.org/10.17576/JPEN-2017-42.02-03
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, California: Sage.
  • Eisterhold, J. (1990). Reading/writing connections: Toward a description for second language learners. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 88-101). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524551.010
  • Ernst, G. (1994). “Talking circle”: Conversation and negotiation in the ESL classroom. TESOL Quarterly, 28, 293–322. https://doi.org/10.2307/3587435
  • Farahian, M. and Rezaee, M. (2012). A case study of an EFL teacher's type of questions: An investigation into classroom interaction. Procedia - Social and Behavioral Sciences, 47, 161-167. https://doi.org/10.1016/j.sbspro.2012.06.631
  • Grabe, W. and Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistics perspective. Longman, New York.
  • Graham, S. and Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. https://doi.org/10.1037/0022-0663.99.3.445
  • Hairston, M. (1992). Diversity, ideology and teaching writing. College Composition and Communication, 43(2), 179-193. https://doi.org/10.2307/357563
  • Hyland, K. (2014). Second language writing (12th ed.). New York: Cambridge University Press.
  • Holmes, K. P. (2003). Show, don't tell: The importance of explicit prewriting instruction. Clearing House, 76(5), 241-243. https://doi.org/10.1080/00098650309602012
  • Johnson, A. P. (2008). Teaching reading and writing: a guidebook for tutoring and remediating students. Plymouth: Rowman and Littlefield Education.
  • Kennedy, G. E. (1983). The nature and quality of compensatory oral expression and its effects on writing in students of college composition. ERIC Document 240 597.
  • Khadraoui, H. (2016). Teachers’ and students’ attitudes towards the effect of referential questions on EFL classroom interaction (Unpublished MA thesis). Larbi Ben M'Hidi University, Oum El Bouaghi, Algeria.
  • Kocer, N. (2003). The communication strategies that elementary and advanced foreign language teachers use and their effects on students’ participation in the lesson. (Unpublished MA thesis). Yildiz Technical University, Istanbul, Turkey.
  • Lally, C. G. (2000). First language influences in second language composition. The effect of pre-writing. Foreign Language Annals, (33)4, 428-432. https://doi.org/10.1111/j.1944-9720.2000.tb00623.x
  • Lay, N. D. S. (1982). Composing process of adult ESL learners: A case study. TESOL Quarterly, 16, 406.
  • Lindenmeyer, S. (1990). Study of referential and display questions and their responses in adult ESL reading classes (Unpublished doctoral dissertation). Portland State University, Portland, USA. Long, M. H. and Sato, C. J. (1983). Classroom foreigner talk discourse: Forms and functions of teachers’ questions. In H. W. Seliger and M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 3-34). Rowley, MA: Newbury House.
  • Matsuda, P. K. (2003). Process and post-process: A discursive history. Journal of Second Language Writing, 12, 65-83. https://doi.org/10.1016/S1060-3743(02)00127-3
  • Meyer, G. D. (1980). Speaking as a pre-writing activity: Its application to teaching community college freshman composition pupils. ERIC Document 185 585.
  • Morell, T. (2007). What enhances EFL students' participation in lecture discourse? Student, lecturer and discourse perspectives. Journal of English for Academic Purposes, 6, 222-237. https://doi.org/10.1016/j.jeap.2007.07.002
  • Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge: Cambridge University Press.
  • Nunan, D. and Lamb, C. (1996). The self-directed teacher. Cambridge: Cambridge University Press.
  • Ozcan, S. (2010). The effects of asking referential questions on the participation and oral production of lower level language learners in reading classes (Unpublished MA thesis). Middle East Technical University, Ankara, Turkey.
  • Peregoy, S. F., and Boyle, O. F. (2017). Reading, writing, and learning in ESL: A resource book for K-12 teachers (7th edition). New York, NY: Pearson Education.
  • Qashoa, S. H. (2012). Effects of teacher question types and syntactic structures on EFL classroom interaction. The International Journal of Social Sciences, 7(1), 52-62.
  • Richards, Jack C. and Renandya, Willy A. (2002). Methodology in language teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667190
  • Sert, O. and Seedhouse, P. (2011). Introduction: Conversation analysis in applied linguistics. Novitas Royal (Research on Youth and Language), 5(1), 1-14.
  • Seedhouse, P. (2011). Conversation analytic research into language teaching and learning. In E. Hinkel (Ed.), The handbook of research in second language teaching and learning, Volume II (pp. 345-363). London: Routledge.
  • Shi, L. (1998). Effects of prewriting discussions on adult ESL students' compositions. Journal of Second Language Writing, 7(3), 319-345. https://doi.org/10.1016/S1060-3743(98)90020-0
  • Shin, Y. (2008). The effects of planning on L2 writing: A study of Korean learners of English as a foreign language (Unpublished doctoral dissertation). The University of Iowa, Iowa, USA.
  • Sweigart. W. (1991). Classroom talk, knowledge development, and writing. Research in the Teaching of English. 25, 460-96.
  • Thompson, G. (1997). Training teachers to ask questions. ELT Journal, 51, 99-105. https://doi.org/10.1093/elt/51.2.99
  • Tompkins, G.E. (2001). Literacy for the 21st century: A balanced approach. Columbus, OH: Merrill Prentice Hall.
  • Thornbury, S. (1996). Teachers research teacher talk. ELT Journal, 50, 279-289. https://doi.org/10.1093/elt/50.4.279
  • Walsh, S. and Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266. https://doi.org/10.1111/ijal.12005
  • Xianwei, P. (2009). Effects of prewriting discussion on the language quality of argumentative writings. Chinese Journal of Applied Linguistics, 32(5), 16-24.
  • Yilmaz, S.D. (2016). The effect of syntactically different display and referential questions on students’ responses in EFL classes. International Journal of Language Academy, 4(1), 315-330.
  • Zheng, S., and Dai, W. (2012). Studies and suggestions on prewriting activities. Higher Education Studies, 2(1), 79-87. https://doi.org/10.5539/hes.v2n1p79
  • Zohrabi, M., Yaghoubi-Notash, M. and Khiahani, S.Y. (2014). Teachers’ use of display vs. referential questions across different proficiency levels. International Journal of Applied Linguistics and English Literature, 3(2), 96-100. https://doi.org/10.7575/aiac.ijalel.v.3n.2p.96
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Details

Primary Language English
Journal Section Research Article
Authors

Elif Kemaloğlu Er 0000-0003-1238-1018

Publication Date June 26, 2021
Published in Issue Year 2021Volume: 10 Issue: 2

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APA Kemaloğlu Er, E. (2021). The Effects of Referential Questions in Pre-writing Activities on Students’ In-class Participation and Written Production. Cumhuriyet Uluslararası Eğitim Dergisi, 10(2), 698-714. https://doi.org/10.30703/cije.753039
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