İngilizce Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933

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Creating Effective Materials for Eap
(Springer Nature, 2024) Altınmakas, Derya
Materials used in English for Academic Purposes (EAP) courses should strike a balance between the required linguistic proficiency in receptive and productive language skills and the disciplinary-specific vocabulary, content, and text genres. While published EAP materials provide EAP teachers with a solid structure, a wide range of texts, and a syllabus to rely on, most coursebooks remain inadequate to cater to the needs of learners from different academic disciplines. Therefore, EAP teachers should consider a set of carefully determined criteria before selecting, adapting, and developing pertinent EAP materials for their students and exert effort to familiarize themselves with the disciplinary-specific text genres. This chapter informs the readers about the key principles of selecting, using, and adapting published EAP materials and ways of designing customized EAP materials for specific learning contexts. Practical principles are offered for EAP teachers preparing students, particularly for undergraduate programs. These guiding principles emphasize selecting engaging and relevant authentic texts and designing purposeful activities that integrate technology in material development. They also focus on teaching discipline-specific academic writing conventions and text genres through genre pedagogy in EAP courses, aiming to enhance students' academic literacy and critical thinking skills. © The Author(s). All rights reserved.
Differentiating Flipped Learning Approaches for the Diverse Needs of the Faculty of Economics, Administrative, and Social Sciences
(Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed
…
Discourse Analysis as a Research Methodology for L2 Context
(Wiley Blackwell, 2022) Çiftçi, Hatime
Discourse analysis as a qualitative research methodology promotes our understanding ofhow language is used by interlocutors in ongoing talk. Along with the increased use oftechnology and digital media in our lives, the scope of discourse analysis can be expandedfrom face-to face interactions to any instance of online communication. Thus, it is highlylikely to utilize discourse analysis as a research methodology in a wide spectrum ofsecond/foreign language (L2) teaching and learning contexts. In discourse studies, it is acommon practice to inform our analysis by using a specific methodological framework, suchas conversation analysis, interactional sociolinguistics, multimodal analysis, corpuslinguistics, critical discourse analysis, and so on. This chapter presents how I used discourseanalysis utilizing interactional sociolinguistics to examine linguistic politeness in office hourinteractions at two foundational universities in the northwest of Turkey where English is themedium of instruction. Drawing on a reflective and narrative report of my researchexperience, this chapter provides insights into how discourse analysis can be implemented inL2 teaching and learning contexts, what researchers should consider before and during theresearch process, the potential challenges of conducting discourse analysis for similar L2contexts, and suggestions for future endeavors in this line of research.
Discourse of Reflections on Instant Joint Engagement in Online Elt Graduate Courses (chapter 17)
(Multilingual Matters, 2022) Çiftçi, Hatime; Dikilitaş, Kenan
In this chapter, we investigate the discourse of post-course reflections by in-service teachers on instant joint engagement in online ELT graduate courses. Our findings demonstrate that engagement for teacher reflection might be promoted in synchronous interactions during online teacher education courses. We argue that in-service teachers’ cognitive, socio-constructive, affective and interactive engagement can foster their critically reflective voice.
Informing Preservice Teacher Education Pedagogies Through In-Service Professional Development on Cultural Diversity in Turkey
(Emerald Group Publishing Ltd., 2015) McKeown, John
With shifting student demographics in Turkey, which will include many more international higher education students, together with increasing refugee migration to the country, professional development intended to assist teachers to move toward intercultural competency is becoming increasingly important. In this chapter, local in-service teacher educator initiatives and associated cultural adaptation facilitation tools are explored as a means to find ways to build cultural dialogue in the Turkish higher education environment, and, practically, for teachers in the field. While this chapter draws on an in-service teacher education case, much of what is presented is applicable to preservice settings as well. The chapter concludes with a look at changes in Turkish higher education, particularly in the facilitation of cultural convergence transferable to different educational environments and their applicability to international situations.
Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Pre-Service Language Teachers
(Multilingual Matters, 2024) Aptoula-Yiğitoğlu, N.; Altınmakas, Derya
This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers' unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.
Citation - Scopus: 1
Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language Teachers
(Multilingual Matters Ltd, 2024) Aptoula, Nur Yigitoglu; Altinmakas, Derya
[No Abstract Available]
Levels or Stages of Word Knowledge
(Wiley, 2018) Bush, Jerome
Vocabulary knowledge can be seen as existing on a continuum from unknown to mastery.How well a student knows a word has been referred to as “depth” of vocabularyknowledge, as opposed to “breadth” of knowledge, which is the number of wordsknown. Several scales have been developed that describe the levels or stages of vocabularyknowledge. Teachers have a limited time in which to teach vocabulary. Therefore,they should adopt a strategic perspective and train students to develop vocabularyacquisition systems. Teachers would do well to foster fascination with words and sparkcuriosity within their students. Then they will be able to develop independent learnerswho will be successful in acquiring vocabulary knowledge.
Teaching Literature With Elf Paradigm in Elt Classrooms
(Taylor and Francis, 2023) Tülüce, Hande Serdar; Altınmakas, Derya
This chapter shows how teachers can utilise literary texts in their language classrooms to unearth the potential of the ELF paradigm in promoting general and critical language awareness and preparing students for the complex and diversified socio-linguistic reality of the 21st century. Earlier discussions of integrating literature in EFL classrooms mainly emphasised the use of literary texts as supplementary materials to ELT coursebooks to reinforce learners’ linguistic knowledge and enhance their understanding of the target language and culture, particularly British and/or American. The current status of ELF challenges the taken-for-granted approaches to selecting and using literary texts in language classrooms, and thus the use of literature in language teaching is in need of rejuvenation. Considering the dynamics and the reality of communication in ELF contexts, language learners today need to be familiarised with the unfamiliar and different ecosystems. The chapter presents literature-based activities designed using two short stories and two novels written by multilingual authors, which can be used with secondary school and university students with B1+ levels of proficiency.
The Role English Plays in the Construction of Professional Identities in Nest-Nnes Bilingual Marriages in İstanbul
(Palgrave, 2015) Kurban, Caroline Fell
…
Citation - WoS: 3
Citation - Scopus: 4
Why "sway" Again? Prosodic Constraints and Singability in Song (re)translation
(Springer, 2019) Güven, Mine
This study focuses on the song ?Quien sera? (1953, lyrics by Pablo Beltran Ruiz and music by Pablo Beltran Ruiz and Luis Demetrio Traconis Molina), which has had many language versions so far (e.g. Arabic, Finnish, French, German, Icelandic, Italian, Japanese, Mandarin, Russian, etc.), including the English Sway (1954, lyrics by Norman Gimbel), which is often erroneously thought to be the original. The lyrics have also been rewritten in Turkish by Fecri Ebcioglu in 1968/1987, Yesil Giresunlu in 1977, and Athena in 2000. With particular reference to Johan Franzon's analysis of song translation, the present article analyzes the Turkish versions in an attempt to investigate the possible constraints behind the decisions taken by the various agents of the cultural import. Given that a translated version of a source song is expected to reproduce the music and/or the lyrics and/or the sung performance, the Turkish versions appear to be adaptations with rewritten lyrics, which enable a reproduction of the melody and a sung performance similar to that of the source song. The data analysis further suggests that prosodic constraints rank the highest among the layers of singability and that translators' attitude towards the literary quality of the original lyrics might influence their decision to adopt assimilating strategies or not.
Writing as a Vocabulary Learning Tool
(Brill, 2014) Bush, Jerome; Dikilitas, Kenan
This study examined the impact of writing on the vocabulary acquisition of 32 universitypreparatory students in Izmir, Turkey. The students were in two separate classes of 16 each. Bothclasses learned vocabulary receptively by using direct explanations, readings that incorporatedthe target words, and post-reading exercises. In addition to this receptive work, one classproduced sentences and short compositions incorporating the target words. The students wereevaluated by using a modified version of Paribakht and Weshe’s (1997) Vocabulary KnowledgeScale and t-tests were performed. It was found that writing had a significant effect on thedevelopment of productive vocabulary.

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Browsing İngilizce Öğretmenliği Koleksiyonu by Publication Category "Kitap Bölümü - Uluslararası"