Avoidance And Compensatory Strategies Used By Turkish Preparatory Students In Speaking
| dc.contributor.advisor | Altay , İsmail Fırat | |
| dc.contributor.author | Uzun , Yakup | |
| dc.date.accessioned | 2019-07-26T08:36:32Z | |
| dc.date.issued | 2019-07-01 | |
| dc.date.submitted | 2019-06-21 | |
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| dc.identifier.uri | http://hdl.handle.net/11655/8081 | |
| dc.description.abstract | EFL students resort to various avoidance and compensatory strategies (ACSs) when confronted with communicative problems or linguistic shortcomings. Previous studies conducted in Turkey mainly focused on the relationship between communication strategies and some factors like gender, age, proficiency level and visibility in interaction. The current study explored which ACSs are favored frequently by preparatory students studying English at a foundation university in Ankara, Turkey. To identify these strategies, a five-scale Likert type questionnaire was administered to 52 students first and then speaking exam performances of 24 of those students were examined by transcribing and analyzing audio recordings. In addition, semi-structured interviews were held with 5 English instructors as well as retrospective interviews with 5 students to corroborate findings from different sources. The findings of the questionnaire illustrate that students favor avoidance strategies like message reduction and syntactic avoidance most, whereas they prefer compensatory strategies such as approximation, circumlocution, time gaining and prefabricated patterns. However, qualitative analysis of speaking exams reveal that message abandonment is the most frequent avoidance strategy while prefabricated patterns, self-repetition, and self-repair respectively are the most frequent compensatory strategies employed by the students as well as other common ones like stalling and time gaining, code-switching and literal translation. Finally, the results suggest that the use of avoidance strategies starts to decrease as the proficiency level increases, however, there is a visible boost in the use compensatory strategies from beginner towards intermediate levels but compensatory strategy use starts to decline in advanced levels. | tr_TR |
| dc.description.tableofcontents | Abstract ii Öz iii Acknowledgements v Table of Contents vi List of Tables viii List of Figures x Symbols and Abbreviations xi Chapter 1 Introduction 1 Statement of the Problem 1 Aim and Significance of the Study 3 Research Questions 4 Assumptions 4 Limitations 5 Definitions 6 Chapter 2 Literature Review 7 Introduction 7 Styles and Strategies 7 Communicative Competence 12 Strategic Competence and Avoidance and Compensatory Strategies 18 Taxonomies of Language Learning Strategies 20 Communication Strategies 22 Avoidance Strategies 31 Compensatory Strategies 32 Recent Studies on Communication Strategies in Turkey 33 Chapter 3 Methodology 35 Introduction 35 Theoretical Framework 35 Setting and Participants 38 Data Collection 40 Instruments 43 Data Analysis 48 Chapter 4 Findings 53 Introduction 53 The Results of the Avoidance and Compensatory Strategy Inventory 53 The Results Obtained from Transcription of Speaking Exams 55 The Results of Semi-Structured Interview with English Instructors 71 The Results of Retrospective Interviews with Students 79 The Results Concerning Changes in Proficiency Level of the Students 83 Chapter 5 Conclusion, Discussion and Suggestions 88 Introduction 88 Discussion of the Findings 88 Pedagogical Implications 101 Suggestions for Further Research 104 References 105 APPENDIX-A: Avoidance and Compensatory Strategy Inventory 113 APPENDIX-B: Oral Communication Strategy Inventory (OCSI) 117 APPENDIX-C: Transcription of Speaking Exams 119 APPENDIX-D: Tests of Normality 171 APPENDIX-E: Ethics Committee Approval 173 APPENDIX-F: Declaration of Ethical Conduct 174 APPENDIX-G: Thesis/Dissertation Originality Report 175 APPENDIX-H: Yayımlama ve Fikrî Mülkiyet Hakları Beyanı 176 | tr_TR |
| dc.language.iso | en | tr_TR |
| dc.publisher | Eğitim Bilimleri Enstitüsü | tr_TR |
| dc.rights | info:eu-repo/semantics/openAccess | tr_TR |
| dc.rights | CC0 1.0 Universal | * |
| dc.rights.uri | http://creativecommons.org/publicdomain/zero/1.0/ | * |
| dc.subject | Speaking | tr_eng |
| dc.subject | Avoidance strategies | tr_eng |
| dc.subject | Compensatory strategies | tr_eng |
| dc.subject | Communication strategies | tr_eng |
| dc.subject | Speaking exams | tr_eng |
| dc.subject.lcsh | Konu Başlıkları Listesi::Eğitim | tr_TR |
| dc.title | Avoidance And Compensatory Strategies Used By Turkish Preparatory Students In Speaking | tr_eng |
| dc.title.alternative | Türk Hazırlık Sınıfı Öğrencileri Tarafından Konuşmada Kullanılan Sakınmacı ve Telafi Edici Stratejiler | tr_TR |
| dc.type | info:eu-repo/semantics/masterThesis | tr_TR |
| dc.description.ozet | Yabancı dil olarak İngilizce öğrenen öğrenciler iletişimsel sorunlar ya da dilbilimsel eksikliklerle karşılaştıklarında çeşitli kaçınma ve telafi stratejilerine başvurmaktadır. Türkiye’de yapılan önceki araştırmalar genellikle iletişim stratejileri ile cinsiyet, yaş, yeterlik seviyesi ve etkileşimde görünürlük gibi etmenler arasındaki bağlantıya odaklanmıştır. Mevcut çalışma Ankara’da bir vakıf üniversitesinde İngilizce öğrenmekte olan hazırlık öğrencilerinin hangi kaçınma ve telafi stratejilerini sıklıkla tercih ettiklerini araştırmıştır. Bu stratejileri saptamak için, ilk olarak 52 öğrenciye 5’li Likert-tipi anket uygulanmış ve daha sonra bu öğrencilerden 24’ünün ses kayıtları yazıya dökülüp analiz edilerek konuşma sınavlarındaki performansları incelenmiştir. Aynı zamanda, bulguları farklı kaynaklardan desteklemek için 5 İngilizce öğretim görevlisi ile yarı-yapılandırılmış görüşme ve 5 öğrenciyle geriye dönük görüşme yapılmıştır. Anket sonuçları öğrencilerin kaçınma stratejilerinden en çok mesaj daraltma ve sözdizimsel kaçınma stratejilerini tercih ettiklerini gösterirken telafi stratejilerinden yaklaştırma, dolaylama, zaman kazanma ve basmakalıp söz kullanma stratejilerini kullandıklarını göstermektedir. Bununla birlikte, öğrencilerin konuşma sınavlarındaki performanslarının nitel analizi mesajı yarıda bırakma stratejisinin öğrenciler tarafından en sık kullanılan kaçınma stratejisi olduğunu göstermektedir. Ayrıca, nitel analiz sonuçları oyalama ve zaman kazanma, dil değiştirme ve birebir tercüme gibi sıklıkla kullanılanlara ilaveten basmakalıp söz kullanma, kendini-tekrar ve kendini-düzeltme stratejilerinin sırasıyla en sık kullanılan telafi stratejileri olduğunu ortaya çıkarmıştır. Son olarak, bulgular yeterlik seviyesi ilerledikçe kaçınma stratejilerinin kullanımında giderek azalma olduğunu göstermektedir. Başlangıç seviyesinden orta seviyeye doğru ilerledikçe ise telafi stratejilerinin kullanımında gözle görülür bir artış olurken öğrencilerin seviyesi orta düzeyden ileri düzeye ilerledikçe telafi stratejilerinin kullanımında azalma olduğu gözlenmiştir. | tr_TR |
| dc.contributor.department | Yabancı Diller Eğitimi | tr_TR |
| dc.embargo.terms | Acik erisim | tr_TR |
| dc.embargo.lift | - |
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