İngilizce Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933
Browse
14 results
Search Results
Book Part Creating Effective Materials for Eap(Springer Nature, 2024) Altınmakas, DeryaMaterials 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.Conference Object What Do Pre-Service English Language Teachers Have To Say for Their Future?(2023) Altınmakas, DeryaThe dignified socio-cultural value attached to the teaching profession is in decline not only in Turkey, but also in many other parts of the world. Previous studies (Aksu et al., 2010; Fray & Gore, 2018; Heinz, 2015) have shown that pre-service teachers might have altruistic, intrinsic and extrinsic motivations at diverse levels when they embark on their teacher education programmes (TEP). It has also been widely studied that pre-service teachers’ initial motivations and conceptualizations of the teaching profession are subject to change over time due to the gap they observe and experience between the theory and practice, precarious employment, lack of financial resources and benefits, low salary, limited opportunities for promotion and professional development, unstable work-life balance, ideological pressures, and demanding parents and educational stakeholders. This study will present the preliminary findings of an on-going research exploring pedagogical beliefs, professional conceptualisations and motives of 20 pre service English language teachers studying their second and third years of a TEP in Istanbul, Turkey. Guided by reflective practice theory (East, 2022; Farrell, 2021), the first data set was obtained from web based logs where participants were guided with questions to reflect on to what extent the training they receive in TEP corresponds to the practice they observe in their internship schools and how this experience reformulates their pedagogical beliefs. The second data set was collected using focus-group interviews where the participants were asked to comment on their motives to choose and continue to practice the teaching profession. The results indicate that pre-service English language teachers have ambivalent beliefs and attitudes toward their future practices, mainly pertaining to the socio-political and economic turmoil in the country, accelerating inflation and challenging living conditions, prevalent notion of native-speakerism in private schools, and technological innovations gradually replacing the role of teachers.Article Vocabulary in an English Medium Instruction Context : Selection and Difficulty(2018) Nural, ŞükrüVocabulary has long been an important issue in English as a foreign language learning and in academic disciplines but scant attention has been paid to vocabulary learning in English Medium Instruction (EMI) contexts. In this exploratory study, vocabulary learning in the social sciences was investigated from the perspective of first-year undergraduate students in Turkey. An open-ended questionnaire was administered to 161 freshmen majoring in International Relations and Philosophy. The findings suggest that students tended to remember vocabulary for reasons pertaining to the characteristics of the lecture, the lecturers’ delivery style, to the characteristics of the students themselves and to the nature of the lexical items they were exposed to during their lectures. Some recommendations are suggested to inform lecture delivery in EMI contexts.Book Part Discourse of Reflections on Instant Joint Engagement in Online Elt Graduate Courses (chapter 17)(Multilingual Matters, 2022-12-31) Çiftçi, Hatime; Dikilitaş, KenanIn 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.Book Part Pragmatics in Discourse(Pegem Akademi, 2021) Çiftçi, HatimeIn this chapter, we have briefly discussed how pragmatics and discourse inform each other as two closely intersecting concepts. This is also the underlying assumption for our chapter on pragmatics in discourse as they entail several common aspects regarding the analysis of language use in social interaction. We discussed the role of context and social factors and presented the distinction between pragmalinguistics and sociopragmatics. Additionally, we have provided a broad overview of five different approaches to pragmatics in discourse as these have been predominantly embraced by recent research studies. These are namely conversation analysis, interactional sociolinguistics, genre analysis, multimodal discourse analysis, and critical discourse analysis. Finally, from a sociolinguistic perspective, we have utilized the concept of domain in speech communities and exemplified it with two discourse domains and these are classroom discourse and institutional discourse.Book Part Discourse Analysis as a Research Methodology for L2 Context(Wiley Blackwell, 2022) Çiftçi, HatimeDiscourse 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.Book Part The Central Concepts: Culture, Language, Intercultural Competence and Interculturality(Eğiten Kitap, 2021) Çiftçi, HatimeThis chapter presents the basic concepts, such as culture, language and culture, intercultural competence and interculturality with a brief discussion of earlier and recent perspectives and frameworks. The chapter starts with various definitions of culture and draws on linguistic anthropology followed by dimensional and analytic frameworks of culture. Then, the relationship between culture and language is presented through linguistic, pragmatic, and sociolinguistic viewpoints. Such a interwoven link between language and culture brings up the discussion of the role of intercultural communication and interculturality accompanied by a set of both earlier and recent frameworks. Then, the concept of interculturality is briefly reviewed tapping on some critical issues, such as diversity and power dynamics in intercultural communication. This is followed by implications of interculturality for language teaching and relevant practices.Book Part Book The New University Model : Flipped, Adaptive, Digital and Active Learning (fadal)(FL Global Publishing, 2019) Şahin, Muhammed; Kurban, Caroline Fell; Mazur, EricThis book is the academic version of The New University Model with an added focus on Adaptive, Digital and Active Learning (FADAL) and a future perspective on higher education. You can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing, and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped, Adaptive, Digital and Active Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF’s rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost looking for a future perspective on higher education, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped, Adaptive, Digital and Active Learning in higher education. “The book is a must-read for any innovative educator or higher education administrator.” -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.Book The New University Model : Scaling Flipped Learning in Higher Education(FL Global Publishing, 2019) Şahin, Muhammed; Kurban, Caroline Fell; Mazur, EricYou can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF’s rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost considering expanding your Flipped Learning program, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped Learning in higher education. “The book is a must-read for any innovative educator or higher-education administrator.” -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.