Multımodal resources ın students’ explanatıonsın clıl ınteractıon
Yıl: 2011 Cilt: 5 Sayı: 1 Sayfa Aralığı: 121 - 142 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022
Multımodal resources ın students’ explanatıonsın clıl ınteractıon
Öz: İçerik ve Dil Entegreli Öğrenme (İDEÖ) son yıllarda dilbilim ve eğitim alanlarında oldukça önemkazanmıştır. Bu çalışmada, bir durum çözümlemesini baz alarak, İDEÖ gibi özel bir dil öğrenim ortamında doğalsınıf etkileşimini içeren video kayıtlarının ayrıntılı ardışık çözümlemesinin katılımcıların işbirlikçiaçıklamalarını anlamamıza nasıl yardımcı olduğunu göstereceğiz. Konuşma Çözümlemesi (KÇ), EtkileşimselDilbilim (ED) ve Çok Kipli Çözümleme (ÇKÇ) yöntemlerini kullanarak, şu sorulara odaklanılmıştır: a)Açıklama eyleminde, öğrenciler tarafından hangi sözsel, söz-ötesi, ve sözsüz kaynaklar kullanılmaktadır? Ve b)Aktivite katılımcılar tarafından nasıl ardışık bir şekilde organize edilmekte ve nasıl işbirlikçi bir şekildetamamlanmaktadır? Bulgular göstermektedir ki ardaşık, çok kipli bir yaklaşım, öğrencilerin (diğer öğrenciler veöğretmen ile birlikte) açıklama eylemleri esnasında ne gibi kaynaklar kullandıklarını açığa çıkarmak için çokfaydalıdır. Aktivitenin başarılı bir şekilde tamamlanmasını sağlayan bireyler arasındaki işbirliğidir; ve bu esnadadil ve içerik ile ilgili problemler; duraksamalar, yüz ifadeleri, işaret etme, ve mimikler ile gösterilmekte, ayrıcadiğer öğrenciler tarafından istem ve ek yorumlar vasıtası ile çözülmektedir. Bu bulguların ışığında iddiaedebiliriz ki, İDEÖ öğretmenleri, çeşitli göstergebilimsel kaynakları kullanmalarına fırsat yaratmaları içinöğrencileri teşvik etmelidir, ve böylece hem açıklamaları yapan kişinin hem de tüm sınıfın hem içerik bazlı hemde dilbilgisel yapıları işbirlikçi bir şekilde tartışabilmeleri sağlanmış olacaktır.
Anahtar Kelime: Konular:
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Öz: In recent years, Content and Language Integrated Learning (CLIL) has received much attention inlinguistics and pedagogy. Based on a single case analysis, it will be shown how a detailed sequential analysis ofvideo-recordings of naturally occurring classroom interaction enables us to understand how an explanation canbe accomplished collaboratively by participants in a specific language-learning environment like CLIL. Drawingupon Conversation Analysis (CA), Interactional Linguistics (IL), and Multimodal Analysis, the questionsaddressed are a) what verbal, para-verbal, and non-verbal resources can be used by students to carry out theinteractional activity of ‘explaining’? and b) how is the activity sequentially organized and collaborativelyachieved by all participants? It will be shown that a sequential, multimodal approach is useful in revealing thesubtle resources students deploy to construct meaning, in collaboration with the teacher and fellow students, inthe course of an ‘explaining’. It is the cooperation between all participants which helps students accomplish theactivity, where language and content problems are displayed through pauses, facial expression, pointing, andgesture, and resolved by fellow students through prompts and additional comments. Taking such findings intoaccount, CLIL teachers should be encouraged to create opportunities for students to make use of varioussemiotic resources, allowing for the explainer and for the class to collaboratively negotiate subject-relatedcontent as well as linguistic form.
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | KUPETZ M (2011). Multımodal resources ın students’ explanatıonsın clıl ınteractıon. , 121 - 142. |
| Chicago | KUPETZ Maxi Multımodal resources ın students’ explanatıonsın clıl ınteractıon. (2011): 121 - 142. |
| MLA | KUPETZ Maxi Multımodal resources ın students’ explanatıonsın clıl ınteractıon. , 2011, ss.121 - 142. |
| AMA | KUPETZ M Multımodal resources ın students’ explanatıonsın clıl ınteractıon. . 2011; 121 - 142. |
| Vancouver | KUPETZ M Multımodal resources ın students’ explanatıonsın clıl ınteractıon. . 2011; 121 - 142. |
| IEEE | KUPETZ M "Multımodal resources ın students’ explanatıonsın clıl ınteractıon." , ss.121 - 142, 2011. |
| ISNAD | KUPETZ, Maxi. "Multımodal resources ın students’ explanatıonsın clıl ınteractıon". (2011), 121-142. |
| APA | KUPETZ M (2011). Multımodal resources ın students’ explanatıonsın clıl ınteractıon. Novitas-Royal, 5(1), 121 - 142. |
| Chicago | KUPETZ Maxi Multımodal resources ın students’ explanatıonsın clıl ınteractıon. Novitas-Royal 5, no.1 (2011): 121 - 142. |
| MLA | KUPETZ Maxi Multımodal resources ın students’ explanatıonsın clıl ınteractıon. Novitas-Royal, vol.5, no.1, 2011, ss.121 - 142. |
| AMA | KUPETZ M Multımodal resources ın students’ explanatıonsın clıl ınteractıon. Novitas-Royal. 2011; 5(1): 121 - 142. |
| Vancouver | KUPETZ M Multımodal resources ın students’ explanatıonsın clıl ınteractıon. Novitas-Royal. 2011; 5(1): 121 - 142. |
| IEEE | KUPETZ M "Multımodal resources ın students’ explanatıonsın clıl ınteractıon." Novitas-Royal, 5, ss.121 - 142, 2011. |
| ISNAD | KUPETZ, Maxi. "Multımodal resources ın students’ explanatıonsın clıl ınteractıon". Novitas-Royal 5/1 (2011), 121-142. |
