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Journals / Dil Eğitimi ve Araştırmaları Dergisi / 2019 / Cilt: 5 - Sayı: 2

Awareness of Speaking Abilities in English over Four Years of Undergraduate Study

Dört Yıllık Lisans Eğitimi Süresince İngilizce Konuşma Becerisi Farkındalığı

Philip GLOVER
Pages
139–156
Publication Date
2022-10-12
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Anxiety, experience, discourse for describing language and social learning strategies are features of the changing awareness displayed by the students.Keywords: language awareness; engagement with language; speaking skills.

📌 3 Key Takeaways

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Objective & Hypothesis:ABSTRACT: This paper describes and discusses changes in language awareness during undergraduate study for a group of language and literature students.
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Key Findings & Data:The paper identifies cognitive, affective and social aspects of how the students described their language knowledge, abilities, learning targets and strategies.
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Conclusion & Impact:Anxiety, experience, discourse for describing language and social learning strategies are features of the changing awareness displayed by the students.Keywords: language awareness; engagement with language; speaking skills.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:dil farkındalığı · dil ilişkisi bilişsel dugusal sosyal etkileşim · konuşma becerisi

Abstract

ABSTRACT: This paper describes and discusses changes in language awareness during undergraduate study for a group of language and literature students. The paper uses qualitative, descriptive methods to analyse reports about the students’ speaking elicited at five points during their studies. The paper identifies cognitive, affective and social aspects of how the students described their language knowledge, abilities, learning targets and strategies. The descriptions evolve from brief, general views of language and learning into more detailed and focused viewpoints. The students notice more about their language use and learning targets are described more fully and more clearly. Their learning strategies move from inside to outside the classroom, activities change from solitary and individual to social activities, and the students are better able to describe their speaking through engagement with CEFR criteria. Anxiety, experience, discourse for describing language and social learning strategies are features of the changing awareness displayed by the students.Keywords: language awareness; engagement with language; speaking skills.

Özet

ÖZ: Bu makalenin konusu İngiliz Dili ve Edebiyatı (İDE) öğrencilerinden oluşan bir grubun, lisans eğitimi süresince dil farkındalığındaki değişikliklerdir. Makalede öğrencilerin eğitimi boyunca beş farklı noktada konuşma becerileri ile ilgili öğrencilerden alınan raporları incelemektedir. Raporda öğrencilerin dil bilgileri, becerileri, öğrenme hedefleri ve stratejilerini bilişsel, duygusal ve sosyal açıdan ele alınmıştır. Öğrencilerin dille ve öğrenme ile ilgili açıklamaları ilk başta kısa ve genel iken daha sonra detaylı ve odaklı hale gelmiştir. Öğrenciler zaman geçtikçe kullandıkları dil ve öğrenme hedefleri hakkında daha çok farkındalık elde etmiş, bu konularda daha bütünlüklü ve açık betimlemelerde bulunmuşlardır. Öğrenme stratejileri sınıftan dış dünyaya taşınmış, yaptıkları aktiviteler yalnız yapılanlardan sosyal aktivitelere evrilmiş ve öğrenciler CEFR kriterlerini kullanarak konuşma becerilerini açıklamak konusunda gelişme göstermiştir. Öğrencilerde görülen farkındalık değişimi, endişe, deneyim, dili betimleme söylemleri ve sosyal öğrenme stratejileri başlıkları altında toplanmıştır.Anahtar sözcükler: dil farkındalığı, dil ilişkisi, bilişsel, duygusal, sosyal etkileşim, konuşma becerisi.

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Cite This Article

GLOVER, P. (2022). Awareness of Speaking Abilities in English over Four Years of Undergraduate Study. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 5 - Sayı: 2, 139–156. https://ajindex.com/articles/488715

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