Kommunikation in der hochschule: Eine empirische analyse der reformulierenden handlungen im unterrichtsdiskurs -aus der sicht der funktionalen pragmatik-

In language teaching either in mother tongue or second language, both the teacher and the student benefit from specific speech behaviours in the class communication. This research focuses on reformulating strategy in the speech behaviours of teacher-student during the classes. Reformulation is the speaker?s re-phrasing of a sentence or a phrase without changing the context and re-processes the information in the course. The discourses named as reformulation are divided under five sub-categories in this study, and their structure and functions are analyzed. This study is limited to discourse dimension of reformulation.Data was collected from the ?Turkish? and ?German? courses by the use of functional pragmatics method. The faculties in which these courses were held were selected on the basis of programs and branches. Faculty of Engineering and Architecture (FI) was selected from the Graduate School of Science; Faculty of Communication Sciences (FM) was selected from the Graduate School of Social Sciences; and, Program in German Language Teaching (FE) was selected from the Graduate School of Educational Sciences. In this way, one program of each institute was examined. Engineering and Communication Faculties were selected due to similar syllabus in ?Turkish? courses and four hour per week duration of the course. In order to reveal different reformulations in foreign language, Speaking classes in Program in German Language Teaching were selected. The courses in each department were recorded, and transcribed in HIAT and restructured and analyzed for the purpose of the study.It is observed that the teacher himself, without any orientation, heavily relied on reformulation in class language behaviours in Turkish courses, which is given in the Faculty of Communication Sciences and in the Faculty of Engineering and Architecture. As language behaviour in Turkish courses reformulations are: 1) summarizing, and 2) phrases, where the content is the same but the phrase is different predominantly located. In the ?Conversation Lessons? in German Language Teaching Program (FE) are 3) repeats, and 4) the work on re-phrasing of a sentence in the way of reformulation are encountered as more intense. In each of the three faculties 5) the re-phrasing, which serves as a bridge between the phrases, what allows explaining a concept in his semantic view with other phrases, and the repetition of the key re-phrasings of a sentence are mostly located.While the students were in a receptive position as listeners Turkish classes, they were more productive in foreign language classes and communicate more frequently with the teacher. By the use of this language behaviour, as in the case of the teacher, the students also inclined to use reformulation and were actively involved in reinforcing the course.The findings of the study show that the reformulation strategy can be introduced to teaching trainees and they can be reinforced to approach language behaviours in their courses in a more conscious way. Through the work of the students on their own language behaviours it is possible to provide their questions more clearly, when something is not been understand and this can yield a better information transfer in the classroom, a more effective and controlled use of in-class language behaviour, and increase the quality of educational experiences in the teaching environment.