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Some Suggested Practices to Develop Speaking Skills and Communicative Competence of B1 Level Efl Learners at Tertiary Level

dc.contributor.advisorSarıçoban, Arif
dc.contributor.authorYavuz, Ayhan
dc.date.accessioned2017-06-12T06:15:13Z
dc.date.available2017-06-12T06:15:13Z
dc.date.issued2017
dc.date.submitted2017-01-19
dc.identifier.urihttp://hdl.handle.net/11655/3480
dc.description.abstractThe progress of the communicative competences as well as the speaking abilities of people all around the world in terms of the correct and fluent use of English have gained a considerable amount of importance since the formulation and formation of the CEFR within the European Union countri es. The CEFR as well as the criteria it has brought to the process of language teaching and learning have been accepted as one of the corner stones in this field by Turkish linguists and authorities as well. With the development of the CEFR, the Council of Europe promoted to embosom all the cultural values of the European countries through a very close relation and cooperation of the members in terms of their social and cultural capacites. While doing so, the main anchor for the union has been the mutual un derstanding and tolerance for the otherness of the cultures by means of multicultural and multilingual togetherness. This study has aimed to develop some CEFR - based speaking practices for the B1 level Turkish EFL university students so that they could enh ance their communicative competence and consequently their tolerance for other cultures. Prior to the design of these practices, a Needs Analysis questionnaire was prepared with the help of the B1 level ̳can do‘ descriptors. Thus, the practices have been d eveloped considering the results of the questionnaire that helped the researcher specify which of the subjects to choose for the training process. In the implementation phase the practices were applied on 44 students, the 25 of whom were the Experimental G roup and the 19 were the Control Group. The process lasted for five weeks and both before and after this treatment process the ix Pre and Posttests were applied on these students. The results of these tests indicated that the treatment process including the C EFR - based practices has been useful to develop the speaking skills and the communicative competence of the students. In addition, it has been understood that the kind of activities centering communicative competence help students focus on the point and have fun while participating the class actively and voluntarily. The assessment of the qualitative data that the researc her has provided by way of the interviews indicates that students are motivated much more for active participation to the lesson when they feel happy and confident in the classtr_TR
dc.description.tableofcontentsTABLE OF CONTENTS YAYIMLAMA VE FİKRİ MÜLKİYET HAKLARI BEYANI ................................ ......... iii ETİK BEYANNAMESİ ................................ ................................ ............................ iv ACKNOWLODGEM ENTS ................................ ................................ ....................... v ÖZ ............ ................................ ................................ ................................ ........... vi ABSTRACT .......................................................................................... viii TABLE OF CONTENTS ................................ ................................ .......................... x LIST of TABLES ................................ ................................ ................................ ... xiv LIST of FIGURES ................................ ................................ ................................ .. xv LIST of ABBREVIATIONS ................................ ................................ .................... xvi 1. INT RODUCTION ................................ ................................ ................................ . 1 1.1. Introduction ................................ ................................ ................................ ... 1 1.2. Background to the Study ................................ ................................ .............. 3 1.3. Statement of the Problem ................................ ................................ ............. 4 1.4. Purpose of the Study ................................ ................................ .................... 4 1.5. Research Questions ................................ ................................ ..................... 5 1.6. Scope of the Study ................................ ................................ ....................... 5 1.7. Assumptions and Limitations ................................ ................................ ........ 6 1.8. Definitions of Specific Terms ................................ ................................ ........ 6 2. LITERATURE REVIEW ................................ ................................ ....................... 8 2.1. Introduction ................................ ................................ ................................ ... 8 2.2. Needs Analysis ................................ ................................ ............................. 8 2.2.1. Needs Analysis in ELT ................................ ................................ ........... 8 2.2.1.1. Development of ELT Materials through NA ................................ ..... 9 2.2.1.2. Development of ELT Materials for Speaking Classes .................... 10 2.3. The CEFR ................................ ................................ ................................ ... 10 2.3.1. The Purpose of the CEFR ................................ ................................ .... 11 2.3.2. The Common Reference Levels of the CEFR ................................ ...... 12 2.3.3. B1 Level Descriptors of the CEFR ................................ ........................ 14 2.3.4. The CEFR and Competences ................................ .............................. 15 2.4. Communication & Communicative Competence ................................ ......... 16 2.4.1. Models of Communication ................................ ................................ .... 17 2.4.1.1. Transmission Model of Communication ................................ ......... 17 2.4.1.2. Interaction Model of Communication ................................ ............. 18 2.4.1.3. Transaction Model of Communication ................................ ........... 19 2.4.2. Types of Needs that Communication Meets ................................ ......... 20 2.4.3. Communicative Competence ................................ ............................... 21 2.4.4. Developing Communicative Competence ................................ ............ 24 2.4.4.1. Verbal Communication ................................ ................................ .. 24 2.4.4.2. Nonverbal Communication ................................ ............................ 25 2.4.5. Models of Communicative Competence and Performance .................. 25 2.4.5.1. Dell Hymes‘ Model ................................ ................................ ......... 25 2.4.5.2. M. A. K. Halliday‘s ̳Meaning Potential‘ ................................ .......... 26 xi 2.4.5.3. Munby‘s Theoretical Framework ................................ .................... 26 2.4.5.4. Widdowson‘s Theory of Communicative Competence ................... 27 2.4.5.5. Canale and Swain Model ................................ ............................... 28 2.4.5.6. Canale‘s Adaptation of Canale and Swain Model .......................... 28 2.4.5.7. Van Ek‘s Model of Communicative Ability ................................ ...... 28 2.4.5.8. Bachman‘s Communicative Language Ability ................................ 29 2.4.5.9. Celce - Murcia Model of Communicative Competence .................... 29 2.4.6. Classroom Activities in Communicative Language Teaching ............... 31 2.4.6.1. Design of the Classroom Activities ................................ ................ 32 2.4.6.2. Forms of the Classroom Activities ................................ ................. 32 2.4.6.3. CLT as a Paradigm Shift ................................ ................................ 33 2.4.7.1. Content - Based Instruction ................................ ............................. 34 2.4.7.2. Task - Based Instruction ................................ ................................ .. 35 2.4.7.3. Product - Based Approaches ................................ ........................... 35 2.4.7.4. Text - Based Instruction ................................ ................................ ... 36 2.4.7.5. Competency - Based Instruction ................................ ...................... 36 2.4.8. Problems with the Use of CLT in EFL Contexts ................................ ... 36 2.4.9. Solutions for the Problems ................................ ................................ ... 38 2.5. Speaking Skill ................................ ................................ ............................. 39 2.5.1. The Lexical Aspect of Speaking ................................ ........................... 39 2.5.2. The Linguistic Aspect of Speaking ................................ ....................... 40 2.5.3. The Social Aspects of Speaking ................................ ........................... 41 2.5.4. Why is Speaking Difficult? ................................ ................................ .... 42 2.5.5. The Importance of Speaking Skill ................................ ......................... 43 2.5.6. Communicative Tasks and Teaching Speaking ................................ ... 43 2.5.6.1. Theoretical Rationale for Tasks ................................ ..................... 44 2.5.6.2. Advantages of Tasks in Speaking Instruction ................................ 45 2.5.7. The Purpose of Speaking ................................ ................................ ..... 46 2.5.8. Teaching Speaking ................................ ................................ ............... 47 2.5.9. General Outline of a Speaking Lesson ................................ ................. 48 2.5.10. Speaking Activities ................................ ................................ ............. 49 2.6. Conclusion ................................ ................................ ................................ .. 51 3. METHOD ................................ ................................ ................................ ........... 52 3.1. Introduction ................................ ................................ ................................ . 52 3.2. Resea rch Design ................................ ................................ ........................ 52 3.3. The Participants ................................ ................................ .......................... 53 3.4. Research Questions ................................ ................................ ................... 54 3.5. Data Collection Instruments ................................ ................................ ........ 54 3.5.1. Needs Analysis Questionnaire ................................ ............................. 54 3.5.2. Order of the Subjects in the Treatment Process ................................ ... 55 3.5.3. Pretest / Posttest Questions and Marking Charts ................................ . 55 3.5.4. The Treatment Process Instruments ................................ .................... 56 3.5.4.1. Voluntary Participation Forms ................................ ........................ 56 3.5.4.2. Lesson Plans ................................ ................................ ................. 56 3.5.5. Interviews ................................ ................................ ............................. 57 3.6. Data Analysis ................................ ................................ .............................. 57 3.6.1. Ana lyses of the Quantitative Data ................................ ........................ 58 3.6.2. Analyses of the Qualitative Data ................................ .......................... 58 4. RESULTS & DISCUSSION ................................ ................................ ............... 59 xii 4.1. Introduction ................................ ................................ ................................ . 59 4.2. Findi ngs of the Study ................................ ................................ .................. 59 4.2.1. The Needs Analysis Questionnaire ................................ ...................... 59 4.2.2. Pretest / Posttest Scores ................................ ................................ ...... 74 4.2.2.1. The First Research Question ................................ ......................... 74 4.2.2.2. The Second Research Question ................................ .................... 77 4.2.3. Qualitative Data Assessment ................................ ............................... 81 4.2.3.1. The Findings about The Third Rese arch Question ........................ 82 4.2.3.2. The Findings about The Fourth Research Question ...................... 86 5. SUGGESTED SPEAKING PRACTICES ................................ ........................... 88 5.1. Introduction ................................ ................................ ................................ . 88 5.2. General Aims ................................ ................................ .............................. 88 5.3. The Order of the Subjects to be Studied ................................ ..................... 88 5.4. Practice One ................................ ................................ ............................... 89 A. INTRODU CTION ................................ ................................ ................... 89 B. PROCEDURE ................................ ................................ ....................... 90 C. PRODUCTION ................................ ................................ .......................... 96 D. NOTES for T EACHERS ................................ ................................ ........ 99 5.5. Practice Two ................................ ................................ ............................. 103 A. INTRODUCTION ................................ ................................ ..................... 103 B. PROCEDURE ................................ ................................ .......................... 103 C. PRODUCTION ................................ ................................ ........................ 114 D. NOTES for TEACHERS ................................ ................................ ........... 118 PRODUCTION ................................ ................................ ............................. 122 5.6. Practice Three ................................ ................................ .......................... 124 A. INTRODUCTION ................................ ................................ ..................... 124 B. PRODUCTION ................................ ................................ ......................... 131 C. NOTES for TEACHERS ................................ ................................ .............. 133 PRODUCTION: Collaborative Study . ................................ ........................... 134 5.7. Practice Four ................................ ................................ ............................ 135 A. INTRODUCTION ................................ ................................ ......................... 135 B. PRODUCTIO N ................................ ................................ ......................... 147 C. NOTES for TEACHERS ................................ ................................ ........... 150 PRODUCTION ................................ ................................ ............................. 151 5.8. Practice Fi ve ................................ ................................ ............................. 152 A. INTRODUCTION ................................ ................................ ..................... 152 B. PROCEDURE ................................ ................................ .......................... 152 C. PRODUCTION ................................ ................................ ........................ 163 D. NOTES for TEACHERS ................................ ................................ ........... 165 PRODUCTION ................................ ................................ ............................. 166 6.1. Introduction ................................ ................................ ............................... 167 6.2. Conclusion ................................ ................................ ................................ 167 6.3. Suggest ions ................................ ................................ .............................. 170 REFERENCES ................................ ................................ ................................ .... 172 APPENDICES ................................ ................................ ................................ ..... 178 APPENDIX 1: ETHICS COMMITTEE APPROVAL ................................ ............. 179 APPENDIX 2: NEEDS ANALYSIS QUESTIONNAIRE ................................ ........ 180 APPENDIX 3: GÖNÜLLÜ KATILIM FORMU ................................ ....................... 182 xiii APPENDIX 4: PRE - TEST / POST - TEST QUESTIONS ................................ ...... 183 APPENDIX 5: ORAL PROFICIENCY CRITERIA ................................ ................ 1 84 APPENDIX 6: LESSON PLAN ................................ ................................ ............ 187 APPENDIX 7: TEACHER EVALUATION FORM ................................ ................. 188 APPENDIX 7: ORIGINALITY REPORT ................................ ............................... 190 CURRICULUM VITAE ................................ ................................ ......................... 191tr_TR
dc.language.isoentr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectCommunicative competencetr_TR
dc.subjectAOÖÇ (Avrupa Ortak Ölçüt Çerçevesi)
dc.subjectAvrupa Konseyi
dc.subjectYDİ (Yabancı Dil olarak İngilizce)
dc.subjectİhtiyaç Analizi
dc.subjectYapabilirlik tanımlayıcıları
dc.subjectMotive olmuş
dc.subjectEtkin katılım
dc.subjectİletişimsel yeterlik
dc.subjectCEFR
dc.subjectThe Council of Europe
dc.subjectEFL
dc.subjectNeeds analysi
dc.subjectCan do descriptors
dc.subjectMotivated
dc.subjectActive participation
dc.titleSome Suggested Practices to Develop Speaking Skills and Communicative Competence of B1 Level Efl Learners at Tertiary Leveltr_TR
dc.typeinfo:eu-repo/semantics/doctoralThesistr_TR
dc.description.ozetTüm dünyadaki insanların, İngilizceyi doğru ve akıcı kullanmaları yönüyle iletişimsel becerilerinin yanı sıra konuşma kabiliyetlerinin de gelişmesi, Avrupa Birliği ülkelerinde AOÖÇ‘nin (Avrupa Ortak Ölçüt Çerçevesi) formü le edilip şekil verilmesiyle hatırı sayılır derecede önem kazanmıştır. AOÖÇ ve onun dil öğretim ve öğrenimine getirdiği kriterler, Türk dilbilimci ve otoriteleri tarafından bu alanın temel taşları olarak kabul edilmişlerdir. Avrupa Konseyi, AOÖÇ‘nin gelişm esiyle birlikte Avrupa ülkelerinin çok yakın ilişkileri ve üye ülkelerin de sosyal ve kültürel yönden işbirliğine gitmeleri sonucu tüm kültürel değerlerine kucak açma noktasına geldi. Bunu yaparken birliğin temel dayanak noktası, çok kültürlü ve çok dilli bir birliktelik vasıtasıyla kültürel farklılıklara karşı gelişen karşılıklı anlayış ve hoşgörü olmuştur. Bu çalışma, B1 düzeyindeki üniversite öğrencilerinin iletişimsel yeterliklerini ve buna bağlı olarak da diğer kültürlere karşı hoşgörülerini artırabilm elerine dönük bazı AOÖÇ temelli uygulamalar geliştirmeyi amaç edinmiştir. Bu uygulamaların tasarımından önce B1 düzeyi ̳yapabilirlik‘ tanımlayıcları vasıtasıyla bir İhtiyaç Analizi anketi hazırlanmıştır. Böylece, eğitim sürecinde hangi konuların seçileceği ni belirleyen araştırmacı, anketin sonuçlarının da yardımıyla uygulamaları geliştirmiştir. İyileştirme sürecinde 44 öğrenci bulunuyordu ve bunların 25‘ine, deney grubunda oldukları için söz konusu çalışmalar uygulanmıştır. Öbür 19 öğrenci ise kontrol grubu nda olup kendilerine bu aktiviteler uygulanmamıştır. Uygulama süreci 5 hafta sürmüş olup çalışmaların öncesi ve sonrasında tüm öğrencilere öntest ve sontest yapılmıştır. Bu testlerin sonuçları, AOÖÇ temelli uygulamaları içeren iyileştirme sürecinin öğrenci lere ait konuşma yeteneklerini ve iletişimsel yeterliklerini geliştirdiğini göstermişlerdir. vii Ayrıca, iletişimsel yeterliğe odaklı bu türden etkinliklerin, derse odaklanma ve gönüllü olarak derse katılımları konusunda öğrenciye katkı sağladığı anlaşılmıştır . Araştırmacının, mülakatlar vasıtasıyla elde ettiği nitel verilerin değerlendirmesi de göstermiştir ki, öğrenciler sınıf ortamında mutlu ve kendinden emin hissettiklerinde derse etkin katılımla ilgili daha fazla motive olabiliyorlartr_TR
dc.contributor.departmentYabancı Diller Eğitimitr_TR


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