Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Gazi Üniversitesi, Türkiye
Tezin Onay Tarihi: 2022
Tezin Dili: İngilizce
Öğrenci: EYLEM ATAY
Danışman: Semra Saraçoğlu
Özet:
Drawing on the methodological framework of conversation analysis, the study investigates the story-based classroom discourse with young learners of English in an EFL context. To present the interactional organization of the classroom interaction, 16 hours of story-based lessons at two kindergarten classrooms were audio-recorded and transcribed in detail. The institution where the data was collected from was a private IB school following the Primary Years Programme (PYP) curriculum. The participants were 24 young learners at the age of 6 and two teachers. During the data collection process, students and teachers read three different stories in the classrooms, which were selected previously by the teachers based on the pedagogical goals in the curriculum. The data was analyzed from a discourse-analytic perspective to explore the sequence organization, turn-taking and repair practices of three main parts of the lessons, which were pre-reading, while-reading and post-reading. The results of the study demonstrated that more varied interactional patterns and student initiations were found in the pre-reading parts of the lessons including guessing and sharing experiences activities. The interactional resources and participation framework in the other parts showed differences depending on the contextual factors such as the teacher talk, the contents of the stories and the classroom activities. Also, the theme-based approach of the curriculum had a significant impact on the classroom discourse and interaction. The findings were discussed in terms of the possible effects of story-based lessons on students' classroom interactional competences. The study has implications for the micro-analytic understanding of EFL classrooms, story-based lessons with young learners and classroom interactional competence.