Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2018
Öğrenci: GÖZDE BALIKÇI
Danışman: GÖLGE SEFEROĞLU
Özet:This micro-analytic L2 classroom interaction study aims to unearth establishment and maintenance of the pedagogical focus in EFL classrooms led by pre-service teachers. 16 pre-service EFL teachers’ teachings in 43 different lessons in practicum context were video-recorded and transcribed using Jefferson transcription convention. Employing conversation analysis as research method, the data were analyzed to investigate the emerging contexts in EFL classroom interaction led by pre-service teachers. And then interactional and pedagogical resources to establish and maintain those emerging contexts were identified. With regards to teaching opportunities, the resources were analyzed to decide their potential to open or hinder space for teaching. The findings indicate that focus on form, focus on meaning and focus on fluency were the contexts that emerged in classroom interaction. Pre-service teachers employed some pedagogical and interactional resources to facilitate teaching opportunities. When teacher candidates focused on form, they requested for full sentence for learners to repair their next turns. The second action is to initiate self-stories in focus on fluency to involve learners and elicit their contributions in the following turns. On the other hand, some interactional practices hindered teaching opportunities and this study was the first one to analyze missed teaching opportunities using conversation analysis. The actions that led preservice teachers to miss teaching opportunities were leaving learners’ questions, word searches or claims of insufficient knowledge unattended and passing up third turn, The implications for teacher education, classroom research and classroom interactional competence framework were provided in the light of the results.