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Çevrim İçi D2 Türkçe Sınıfında Etkileşimsel Stratejilerin Öğretimi: Söz Sırası Alma ve Söz Hakkını Yönetmeye Yönelik KÇ-Temelli Beş Basamaklı Bir Model

Teaching Interactional Strategies in an Online L2 Turkish Classroom: A CA-Informed Five-Step Model for Turn-Taking and Floor Management

Himmet Sarıtaş(Milli Eğitim Bakanlığı)0000-0002-7233-3213
Sayfa
699–737
Yayın Tarihi
2026-07-31
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, bu modelin öğrencilerin gelişmekte olan etkileşimsel yetilerini destekleyebileceğini göstermektedir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışma, Konuşma Çözümlemesi (KÇ) temelli pedagojik bir çerçeve aracılığıyla, konuşma dili farkındalığının ve etkileşim stratejilerinin eş zamanlı çevrim içi ikinci dil olarak Türkçe (İDT) sınıfında nasıl tanıtılabileceğini, geliştirilebileceğini ve uygulamaya aktarılabileceğini incelemektedir.
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Temel Bulgular & Veri:Sınıf içi etkileşimlerden, öğrenci görüşlerinden ve görev temelli konuşma performanslarından elde edilen nitel verilere dayanarak beş aşamalı bir öğretim modeli önerilmekte ve değerlendirilmektedir: (1) dönüt, (2) hazırlık ve farkındalık artırma, (3) izleme ve konuşma çözümlemesi, (4) sınıf içi konuşma görevi ve (5) sınıf dışı konuşma görevi.
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Sonuç & Katkı:Bulgular, bu modelin öğrencilerin gelişmekte olan etkileşimsel yetilerini destekleyebileceğini göstermektedir.
🔬Tür:Laboratuvar & Saha Deneyi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Eylem araştırması · ikinci dil olarak Türkçe · eş zamanlı çevrim içi öğretim

Özet

Bu çalışma, Konuşma Çözümlemesi (KÇ) temelli pedagojik bir çerçeve aracılığıyla, konuşma dili farkındalığının ve etkileşim stratejilerinin eş zamanlı çevrim içi ikinci dil olarak Türkçe (İDT) sınıfında nasıl tanıtılabileceğini, geliştirilebileceğini ve uygulamaya aktarılabileceğini incelemektedir. Eylem araştırması deseninin benimsendiği çalışmada, beş yetişkin İDT öğrencisiyle Zoom üzerinden gerçekleştirilen canlı derslerde döngüsel öğretim uygulamaları yürütülmüştür. Sınıf içi etkileşimlerden, öğrenci görüşlerinden ve görev temelli konuşma performanslarından elde edilen nitel verilere dayanarak beş aşamalı bir öğretim modeli önerilmekte ve değerlendirilmektedir: (1) dönüt, (2) hazırlık ve farkındalık artırma, (3) izleme ve konuşma çözümlemesi, (4) sınıf içi konuşma görevi ve (5) sınıf dışı konuşma görevi. Bulgular, bu modelin öğrencilerin gelişmekte olan etkileşimsel yetilerini destekleyebileceğini göstermektedir. Bu destek, daha sık derse katılım, söylem belirleyicilerin daha sık kullanımı ve söz sırası alma düzeni ile söz hakkını yönetmeye yönelik farkındalığın artması gibi göstergelere yansımıştır. Öğrenciler ayrıca konuşma dili ile yazı dili arasındaki farklılıklara ilişkin farkındalıklarının arttığını, konuşma kaygılarının azaldığını ve iletişim konusunda öz güvenlerinin güçlendiğini belirtmişlerdir. Genel olarak çalışma, pedagojik tasarımın süreklilik gösteren ve toplumsal bağlam içinde konumlanmış etkileşimi merkeze aldığı durumlarda, KÇ-temelli ve etkileşim odaklı çevrim içi öğretimin etkileşimsel yetinin geliştirilmesi için verimli bir yaklaşım olabileceğine işaret etmektedir.

Abstract

This study examines how interactional strategies and awareness of spoken language can be introduced, developed, and practiced in a synchronous online Turkish as a second language (TSL) setting through a conversation analysis (CA)-informed pedagogical framework. Employing an action research design, the study implemented iterative instructional cycles with five adult L2 Turkish learners in live Zoom-based classes. Drawing on qualitative data from classroom interaction, learner reflections, and task-based speaking performances, the study proposes and evaluates a five-step teaching model consisting of (1) feedback, (2) preparation and awareness-raising, (3) watching and conversation analysis, (4) in-class speaking tasks, and (5) out-of-class speaking tasks. The findings suggest that this model may support learners’ emerging interactional competence, as reflected in more frequent participation, greater use of discourse markers, and an increased orientation to turn-taking and floor management. Learners also reported heightened awareness of differences between spoken and written Turkish, along with reduced speaking anxiety and enhanced communicative self-confidence. Overall, the study indicates that CA-informed, interaction-focused online instruction may be a productive approach to fostering interactional competence within this cohort when pedagogical design emphasizes sustained, socially situated interaction.

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Bu Makaleye Atıf Yap

Sarıtaş, H. (2026). Çevrim İçi D2 Türkçe Sınıfında Etkileşimsel Stratejilerin Öğretimi: Söz Sırası Alma ve Söz Hakkını Yönetmeye Yönelik KÇ-Temelli Beş Basamaklı Bir Model. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 41 Sayı: 3, 699–737. https://doi.org/10.16986/hunefd.1848987

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